Metadiscourse markers in writing of Turkish-German bilingual and Turkish monolingual Turkish prospective teachers

The aim of this M.A. thesis is to determine and to compare the use of metadiscourse markers in the writings of the Turkish-German bilingual and of the Turkish monolingual Turkish teacher candidates. The method of the study is a survey and correlational research design. The study has been carried out with 96 bilingual Turkish teacher candidates at the Turkic Department in Duisburg Essen University and 104 monolingual teacher candidates at the Turkish Teaching Department of Bolu Abant Izzet Baysal University. "Participant Recognition Form" and "Written Expression Form" have been used to obtain the research data. Written texts produced by Turkish German bilingual and Turkish monolingual Turkish Teacher candidates have been analyzed by two specialists based on Hyland's taxonomy of metadiscourse markers. The frequency and distribution data of the textual, interpersonal, and total metadiscourse markers used by the groups have been analyzed by using the SPSS package program. The data have been evaluated using one of the descriptive analysis methods, percentage frequency calculations. The findings have indicated a statistically significant difference in the use of the metadiscourse markers of the groups. The findings have also showed that the Turkish monolingual Turkish teacher candidates have used the metadiscourse markers more significantly than Turkish German bilingual candidates. Considering all four groups, it has been specified that the textual metadiscourse markers have been used more than interpersonal metadiscourse markers.