Monireh Ghanbari - Department of English, Islamic Azad University, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Nesa Nabifar - Department of English, Islamic Azad University, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Writing is not just as a text to provide information about a phenomenon or explain an external reality, but rather writers use it as a means of social negotiation to create a friendly relationship with their readers to have the intended impact on them. Interactional metadiscourse devices make it possible for writers to communicate with readers, and stance markers as the writer-oriented features of interaction make it possible for writers to express their authorities, opinions, commitments, involvements and tentativeness in a text. This study was an attempt to explore the stance markers in the introduction and discussion sections of ۲۰ M.A theses (۱۰ from TEFL and ۱۰ from Translation theses) of non-native students of Tabriz Azad University. Collecting and categorizing data were based on the first dimension of the interactional part of metadiscourse in Hyland’s (۲۰۰۵) interpersonal modal which includes ‘hedges’, ‘boosters’, ‘attitude markers’ and ‘self-mentions’. The design of this study was qualitative descriptive in nature. However, a quantitative approach was also employed to achieve the process of counting and investigating the frequency of occurrence of stance markers. The statistical analysis of the findings was based on Chi-square test. The findings indicate that stance markers were frequently utilized in both groups. The first and most frequent markers in both groups are ‘hedges’. ‘Boosters’ and ‘attitude markers’ are the second and third frequent elements in both groups, respectively. ‘Self-mentions’ are the last and lowest frequent element in both groups. The results also reveal that although there are some similarities, there are significant differences not only in the type and number of stance markers but also in the type and number of details or features of each marker of stance between the two groups. That is to say, writers in one group used some elements more than the writers in the other group. The findings of this study can be beneficial for the development of pedagogical purposes.

Discourse, Discussion, Introduction, M.A Thesis, Native, Non-native, Stance, Stance markers (Hedges, Boosters, Attitude markers, Self-mentions)