Investigating the Instruction and Usage Frequency of Transition Markers in Grammar Textbooks: Focusing on English for Academic Purposes Books

This study examines the frequency and pedagogical approaches of transition markers in three Iranian and three corresponding foreign English for Academic Purposes (EAP) grammar textbooks. Employing Hyland's (2005) interpersonal metadiscourse model, this research discerns the prevalence of transition markers, specifically focusing on indicators of addition, comparison and contrast, and consequence. A close analysis of the pedagogical dimension of transitions is conducted through the application of Walkova's (2020) ten principles. The findings showed that transitions of addition manifest the highest prevalence, while those of consequence emerge as the least prevalent category in both Iranian and foreign textbooks. Moreover, transitions appeared more significantly in Iranian textbooks than in foreign textbooks. However, the textbooks examined universally display a dearth of demonstrable commitment toward effective principles for instructing transitions. In spite of less frequent usage of transitions within their context, foreign textbooks evince a comparatively higher propensity for implementing the principles of effective instruction of transition than Iranian textbooks. The results of Chi-square tests indicate statistically significant differences (p < 0.05) across all three categories. The findings of this study strongly advocate that material developers and curriculum designers embrace the recommended principles for teaching transition markers.