Relevant bibliographies by topics / Interactional metadiscourse

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Academic literature on the topic 'Interactional metadiscourse'

Author: Grafiati
Published: 2 June 2025
Last updated: 7 July 2025

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Journal articles on the topic "Interactional metadiscourse"

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Rodrigo Concepcion Morales and Mark Ivan Mallare Gomez. "Interactional Voices from Newspaper Editorials: A Filipino-American Contrastive Study." Open Access Research Journal of Multidisciplinary Studies 7, no. 2 (2024): 098–109. http://dx.doi.org/10.53022/oarjms.2024.7.2.0029.

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Using categorization of interactive metadiscourse, the present study attempted to contrastively compare editorials of two writing cultures, Filipinos and Americans. The objectives of the study were identifying the cultural features revealed by the Filipino editorialists and Anglo-American editorialists, and determining how the two writing cultures differ in the utilization of interactional metadiscourse resources in their editorials. A total of 180 editorials served as the corpus of the study; 90 from the Philippine Daily Inquirers (PDY) and 90 from the New York Times (NYT). The findings revealed that American editorialists significantly employed metadiscource resources as compared to Filipino editorialists specifically the employment of code glosses and transitional devices. This can be attributed to their writing confidence in utilizing their native language for Americans, while second language for Filipinos. Cultural, political, and social realities also play a critical role in the utilization of metadiscoursal resources in writing.The pedagogical implications were provided for future research directions.
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Fu, Xiaoli. "The use of interactional metadiscourse in job postings." Discourse Studies 14, no. 4 (2012): 399–417. http://dx.doi.org/10.1177/1461445612450373.

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Interactional metadiscourse resources in various contexts have gained increasing attention recently. However, little work has ever been done in investigating the use of interactional metadiscourse in job postings. Based on Hyland’s (2005a, 2005b) model, I propose the taxonomy of interactional metadiscourse which consists of two broad categories: stance features and engagement features, and seven sub-categories: hedges, boosters, attitude markers, self-mentions, reader-inclusive pronouns, questions and directives. Drawing on a detailed analysis of 220 job postings totaling about 77,100 words, together with 30 informants’ feedback of the attitude toward the use of interactional metadiscourse, the article explores the ways in which the writer interacts with the reader via interactional metadiscourse in this genre. The study has yielded some interesting results: in job postings, the occurrences of stance markers and engagement markers are close in frequency; within the genre, two sub-corpora of job postings (one is oriented to college students and the other is not) have demonstrated remarkable differences in terms of interactional metadiscourse use. Moreover, a distinction is made between macro-interactional metadiscourse and micro-interactional metadiscourse, which is useful in evaluating the interactionality of the text.
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Susanti, Yunik, Fabiola D. Kurnia, and Suharsono Suharsono. "Interactional Metadiscourse Markers in Introduction Section of Dissertation: Differences Across English Proficiency Level." Celt: A Journal of Culture, English Language Teaching & Literature 17, no. 2 (2017): 271. http://dx.doi.org/10.24167/celt.v17i2.1111.

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Following the concept of Interpersonal model of Metadiscourse markers proposed by Hayland and Tse (2004) then developed by Hayland (2005), this content analysis aims to find the use of interactional metadiscourse markers in the introduction sections of two dissertations written by good and poor writers of doctorate students State University of Surabaya. The interactional metadiscourse markers were categorized into Booster, Hedges, Attitude Markers, Engagement Markers, and Self Mention.The good writer used more in number and variations of interactional metadiscourse markers than those of the poor writer used. For the most frequent interactional metadiscourse markers,the good writer used Engagement Marker, while the poor writer used the Self Mention as the most frequent one. It can be concluded that the use of interactional metadiscourse markers can be used as indicators of a good writer. So, it is suggested for the English teacher/lecturer to teach explicitly the use of interactional metadiscourse markers especially when the students write in academic writing.
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Pandey, Gopal Prasad. "Meta discourse Use in Thesis Abstracts: A Case of M.Ed. English Majors." Nepal Journal of Multidisciplinary Research 3, no. 2 (2020): 1–17. http://dx.doi.org/10.3126/njmr.v3i2.33019.

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A metadiscourse is an important linguistic resource that binds different parts of a text together and facilitates communication building relationships with audiences. This aspect of discourse analysis has gained a considerable attention in academic writing these days. The aim of this study was to identify the types of metadiscourses used in the thesis abstracts of M.Ed. English majors of Tribhuvan University (TU), Kathmandu, Nepal. It also aimed at investigating the distribution patterns of metadiscourse resources in their thesis abstracts. Following Hyland's (2005) metadiscourse taxonomy, a corpus of 20 master theses submitted to the Department of English Education, TU in the year 2019 was analyzed to identify the types of metadiscourse used in the abstracts. Relying on a quantitative data analysis followed by qualitative analysis, it was found that the number of interactive metadiscourse features was considerably higher in the corpus than the interactional metadiscourse markers. The most frequent types of metadiscourses used in the texts were endophoric markers, transitions, boosters self mentions, and code glosses. Understanding the uses and functions of metadiscourse academic writing is pivotal for EFL/ESL students, particularly for postgraduate students when they are writing their theses or research articles for publication.
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Alghazo, Sharif, Khulood Al-Anbar, Abdel Rahman Altakhaineh, and Marwan Jarrah. "First language and second language English editorialists’ use of interactional metadiscourse." Discourse and Interaction 16, no. 2 (2023): 5–28. http://dx.doi.org/10.5817/di2023-2-5.

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This study explores the use of interactional1 metadiscourse by first language (L1) and second language (L2) English editorialists. The study uses Hyland’s (2019) model of metadiscourse to analyse 80 editorials published between 2020 and 2021 in The Guardian and The Jordan Times newspapers (40 from each newspaper). A mixed-method approach – adopting quantitative and qualitative measures – was used to analyse the data. The frequency of interactional metadiscourse resources was statistically examined to find similarities and differences (if any) between the two corpora. The analysis revealed a statistically significant difference in the use of interactional metadiscourse resources in the editorials of the two newspapers. For instance, L2 editorialists used fewer hedges in their editorials and more boosters than L1 editorialists. In addition, engagement markers were used the most by L1 editorialists. The study provides some implications for editorialists who write in English and recommendations for future research.
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Putri, Annisa Nanda, Tommy Hastomo, Muhammad Farhan, and Kartika Yunaini. "A STUDY OF INTERACTION AND INTERACTIVE METADISCOURSE ON UKRAINE-RUSSIA CONFLICT NEWS ARTICLES." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 6, no. 1 (2023): 89. http://dx.doi.org/10.20527/jetall.v6i1.15619.

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Abstract: Metadiscourse plays an important role in news article writing as it allows writers to express their feelings and ideas using language. The objective of this study is to investigate the usage of interactive and interactional metadiscourse markers in news articles about the conflict between Russia and Ukraine. The research design is descriptive and qualitative, based on the theory of interactive and interactional metadiscourse markers by Hyland (2005). Five news articles were selected from The New York Times' English news article website, published between November 9-18, 2022. Data was collected using document research and analyzed through document analysis. Results showed that all types of interactive and interactional metadiscourse were present in the news articles, except for booster. The most frequently used interactional metadiscourse was self-mention, accounting for 65%, while the most frequently used interactive metadiscourse was transition, accounting for 84.7%. The implications of the above research suggest that the use of interactive and interactional metadiscourse in news articles can enhance reader engagement and understanding of the content.
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Hamad, Zaid, and Ra'ed Al-Khuzai. "An Analysis of Interactional Metadiscourse Markers in Hawthorne's Simplified Novel "The Scarlet Letter"." Kufa Journal of Arts 1, no. 55 (2023): 594–615. http://dx.doi.org/10.36317/kaj/2023/v1.i55.10780.

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In academic writing, writers intend to use the linguistic term "metadiscourse" to guide, to make their readers interact, and to persuade them through interactive and interactional levels of metadiscourse. The current study attempts to examine the interactional metadiscourse markers in Hawthorne's novel "The Scarlet Letter" in its simplified Oxford edition. The selected data consists of ten samples. The study aims to identify the frequencies and function of each marker in interactional metadiscourse. Two hypotheses are utilized to achieve the aims: First, the interactional metadiscourse markers have an essential impact on audience persuasion. Second, the writer interacts with readers in the text, using a higher frequency of self-mentions markers. To validate these hypotheses, the procedure includes the following steps: Presenting a literature review, using Hyland's (2019) metadiscourse model, selecting data samples, analysing the selected data using qualitative and quantitative methods, and presenting and discussing the findings. The results indicate that interactional metadiscourse markers have significant functions in persuading the reader through writing. In addition, self-mention markers are employed frequently since these markers project writers in the text to persuade their readers by attracting their attention to the mood and atmosphere of the novel.
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Abbaszadeh, Ebrahim, Seyedeh Azam Hosseini, and Mojtaba Aghajani. "Interactional Metadiscourse Markers. A Survey Study on Iranian M.A. TEFL Theses." European Journal of Sustainable Development 8, no. 3 (2019): 486. http://dx.doi.org/10.14207/ejsd.2019.v8n3p486.

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The present study examined the differences in the use, type, and frequency of interactional metadiscourse markers in theses written by M.A. TEFL graduates including 10 males and 10 females from Malayer University. The selected corpus was analyzed using Hyland’s in 2005 interactional model of metadiscourse. The data were explored through a manual corpus analysis method using Adobe PDF reader software. Moreover, a Chi-Square statistical measure was run to examine whether there were any significant differences in the use of metadiscourse markers in different thesis chapters and across different genders. The results revealed that although there were some subtle differences in the frequency and types of these metadiscourse markers, there was no statistically significant difference between two genders in the use of interactional metadiscourse markers. Besides, it was concluded that there was a significant relationship between the chapters of theses and the use of metadiscourse markers. The findings of this study render some pedagogical implications for writing courses at M.A. and PhD levels in the realms of TEFL and ESP. Keywords: Metadiscourse, Interactional markers, Applied Linguistics, M.A. thesis, Gender
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Liu, Guobing, and Junlan Zhang. "Interactional Metadiscourse and Author Identity Construction in Academic Theses." Journal of Language Teaching and Research 13, no. 6 (2022): 1313–23. http://dx.doi.org/10.17507/jltr.1306.20.

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Based on Hyland’s (2005) interactional metadiscourse model and the identity construction category proposed by Sun (2015), this study attempts to make a comparative analysis on the characteristics of the frequencies of interactional metadiscourse between Chinese masters’ theses and international journal articles, as well as on the similarities and differences of author identity constructed with interactional metadiscourse. The findings are as follows: (1) from the frequencies of interactional metadiscourse, Chinese masters employ significantly fewer hedges, boosters, attitude markers, and self-mentions in their academic writing than international journal authors, while utilizing markedly more engagement markers. Regarding the subcategories of attitude markers, the two author groups possess notable differences in judgment markers, appreciation markers and affective markers, in which the significant difference in judgment markers is relatively low. The results suggest that the frequency of interactional metadiscourse utilized by Chinese masters in academic writing is inferior to that by international journal authors. (2) The identity categories constructed with interactional metadiscourse by the two author groups are in the descending order of researcher, interactor, and evaluator. Compared with international journal authors, significant differences are discovered in the identities of self-initiated interactor, other-initiated interactor, self-evaluator, other-evaluator, cautious originator, and confident researcher constructed by Chinese masters, whereas no difference is found in the careful advisor identity constructed by the two author groups. This study enriches the research of interactional metadiscourse from the perspective of identity construction, and the findings could provide references for improving students’ awareness of academic writing.
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Lai, Xiaoxia. "A Study of Interactional Metadiscourse and Its Persuasive Function in Advertising Discourse." International Journal of Linguistics, Literature and Translation 6, no. 4 (2023): 79–84. http://dx.doi.org/10.32996/ijllt.2023.6.4.11.

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Advertising plays an indispensable role in spreading information and it highly influences and persuades consumers to act in a variety of ways. This paper investigates the distribution and use of interactional metadiscourse in Cosmopolitan in 2022, as well as analyzes the role they play in the construction of persuasion. A total of 50 advertisements were included, and both qualitative and quantitive methods were used in the analysis. Based on the classification model of interactional metadiscourse proposed by Hyland (2005), this study calculated the frequency of interactional metadiscourse in ads and explained how the author used these metadiscourse markers to interact with consumers. Results revealed that attitude markers and engagement markers appeared most frequently. It means advertisers are primarily focused on consumers, as they are effective means of persuasion. The study concluded that interactional metadiscourse successfully fulfills its persuasive function and contributes effectively to the success of ads.
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Dissertations / Theses on the topic "Interactional metadiscourse"

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Chang, Ping-Nan. "An exploration of rhetorical structure and interactional metadiscourse in architecture research articles." Thesis, Queen's University Belfast, 2015. https://pure.qub.ac.uk/portal/en/theses/an-exploration-of-rhetorical-structure-and-interactional-metadiscourse-in-architecture-research-articles-edd-tesol(c76affdf-50b4-4d89-83c3-78847b4e700d).html.

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Research articles have long been the centre of EAP/ESP genre research. However, the majority of relevant studies focused on a section of research articles rather than the full text. Furthermore, while research articles in science and technology and social sciences have been extensively investigated, little applied linguistic research attention has been paid to the design filed, including architecture that this research is concerned about. In order to hope to contribute to the understanding of this important genre and to provide some information and implications for teaching ESP, I conducted this exploratory study by analysing fourteen research papers in The Journal of Architecture. Two aspects chosen for the analysis are move structure and interactional metadiscourse based on Swales (1990) and Hyland (2005) respectively. While the identification of relevant features relied on my judgment, the software of UAM Corpus Tool was applied to facilitate the process. To complement the textual analysis, I also consulted two architect lecturers about their discipline by means of an open-ended questionnaire. Some findings, such as the prevalence of nonepistemic introduction, the lack methods-related moves and the salience of engagement markers, seem to set these articles apart from those based on empirical research and to suggest their resemblance to those in arts and humanities.
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Khabbazi, Oskouei Leila. "Interactional variation in English and Persian : a comparative analysis of metadiscourse features in magazine editorials." Thesis, University of East Anglia, 2011. https://ueaeprints.uea.ac.uk/35688/.

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Ramoroka, Boitumelo Tiny. "A text and interview based study of interactional metadiscourse in the EAP preparatory course and two undergraduate courses at the University of Botswana." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/35591/.

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In recent years research on writing in academic contexts began to focus on the types and nature of writing tasks students encounter in the content subjects. Research has also examined particular rhetorical features like the use of interactional metadiscourse features that writers use to present their voice in writing and which might distinguish specific genres. These developments in academic writing have also considered the socio-cultural context in which specific genres are produced. The pedagogical motivation for researchers has been to better understand students' writing needs in their content subjects in order to prepare them for academic writing in their disciplines. Much of this research has focused on other fields of study like science and engineering and business students and in L1 contexts and I have found nothing that relates specifically to academic writing for Media Studies and Primary Education in the context of Botswana. Using mixed-methods approach to genre analysis, this thesis compares students' use of interactional metadiscourse features to present voice in three writing contexts, the EAP preparatory course and two undergraduate courses (Media Studies and Primary Education) at the University of Botswana. A sub-corpus of L1 (BAWE) undergraduate writers working on similar essays was also used to compare how the L2 writers and L1 writers in this study vary in the use of these features in essay writing. A total of 123 essays from these various contexts were analyzed. Interviews with students and tutors in the EAP department and Media Studies and Primary Education departments were also done to understand the socio-cultural context in which the essays were produced. The results indicate that writing tasks in the departments of Media Studies and Primary Education included both the general essay and discipline specific genres. The comparison of interactional metadiscourse features in the different sub-corpora indicated variations in the use of these features by the different groups of learners. Contextual information shows that such variations reflect the different values and beliefs about academic writing of the concrete discourse communities that students belong to. These values and beliefs can be problematic for EAP tutors who have to prepare students for writing in the various disciplines. The research has provided valuable insights into writing in Botswana context and may prove to have relevance for similar contexts. They have raised pedagogical implications for the design of the EAP writing course at the University of Botswana where a focus on a more contextual approach to teaching the academic writing would prove useful. The findings of this study are also potentially beneficial to the wider EAP community and the field of Applied Linguistics as an example of a mixed-method, contextual approach to genre analysis.
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Chen, Yun-Han, and 陳韻涵. "Interactional Metadiscourse in News: A Comparison of English-Language Newspapers and Magazines That Report the Brexit Referendum." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/j34wz5.

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碩士<br>國立臺灣海洋大學<br>應用英語研究所<br>107<br>Metadiscourse has been a popular research topic in recent years to explore resourceful insights of written texts. Specifically, interests of interactional metadiscourse have been growing. Interactional metadiscourse plays an important role in the interaction between writers and readers (Hyland, 2005). Therefore, the writers of journalistic articles widely employ interactional metadiscourse markers to persuade readers by conveying writers’ attitudes and stances to readers. Previous studies have examined academic, non-academic genres (e.g., literature and business) and journalistic genres (e.g., opinions, editorials and columns) across languages. Yet little attention has been paid to the use of interactional metadiscourse between journalistic genres. Therefore, this thesis investigated and compared the frequencies and functions of the interactional metadiscourse markers in political news articles that reported the Brexit referendum from an English-language newspaper, Daily Mail, and an English-language news magazine, The Economist. Fifty news articles were randomly selected from the online archives respectively. The results of this study revealed differences in most of the interactional metadiscourse markers. Quantitatively, similarities appeared only in boosters but differences were discovered in hedges, attitude markers, engagements and self mentions between the two genres. Further analyses revealed that genres contributed more to the differences in hedges, engagements and self mentions, yet the nature or types of articles might play a more important role in the frequency of boosters and attitude markers. Qualitatively, the uses of all interactional metadiscourse were different between the two genres. The findings can shed light on future research, pedagogies and practices regarding metadiscourse in journalistic writing. This study can serve as a foundation to future research on comparison of metadiscourse in different genres. In addition, instructors can take the findings as references to design teaching materials by presenting the different uses of interactional metadiscourse across genres. Moreover, novice journalists can learn to use interactional metadiscourse markers to serve pragmatic purposes. Finally, the findings can help general readers notice the rhetorical purposes of interactional metadiscourse markers in journalistic articles.
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Lin, You-Xuan, and 林祐萱. "Metadiscourse in Chinese Spoken Interaction: A Register Comparison." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/cbaj4e.

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碩士<br>國立臺灣師範大學<br>英語學系<br>107<br>Metadiscourse is discourse about discourse. When we write or speak, we reflexively make commentary on the discourse we are involved in. With the help of metadiscourse, the writer/speaker can link textual elements together, structure the text, communicate intended meanings, evaluation, and attitude with the reader/hearer, and interact with the reader/hearer overtly. Most researches in the past have focused on metadiscourse in the written register, while metadiscourse is also pervasive and crucial in speaking (Ädel & Mauranen, 2010). Metadiscourse studies in Chinese also overwhelmingly emphasize on the written register and comparative studies across languages. Therefore, metadiscourse in Chinese spoken interaction is worth investigation. This study attempts to make up the gap of metadiscourse studies in Chinese, and investigate how metadiscourse is used in Chinese spoken interaction. The dataset for analysis is collected from two TV talk shows in Taiwan, Bringing up Parents (BUP), a forum-like talk show, and Xiaoyan Date (XYD), an entertainer interview talk show. Three episodes of each talk show are used for analysis. Vande Kopple’s approach (1985; 2002) is primarily adopted to define and categorize metadiscourse, and some modifications are made to accommodate Chinese spoken data. Six main types in total are identified: Text connectives, Code gloss, Communicative acts, Epistemology marker, Attitude marker, and Commentary. The six main types are further classified on the basis of their functions. With this dataset, it is aimed to find out the commonly-used metadiscourse expressions in Chinese, for what purposes metadiscourse is exploited at both textual and interactive level, and whether the speaker makes use of metadiscourse differently in different discourse types. Metadiscourse in the two talk shows will be compared regarding similarities and differences qualitatively and quantitatively. For quantitative analysis, Chi-square test will be conducted with the help of R (R Core Team, 2014) to examine the association between metadiscourse and discourse types. Both qualitative and quantitative results will be interpreted by adopting Biber and Conrad’s situational characteristics (2009). In terms of similarities of the two talk shows, results of this study show that metadiscourse expressions in the two talk shows have a lot of overlaps at both lexical level and phrasal or sentential level. At lexical level, conjunction words (e.g., 因為, 可是, and 如果) are used a lot to mark logical relationship. Some discourse markers are used to fulfill metadiscourse functions (e.g., 那, 就是, and 你知道). In addition, performative verbs (Searle, 1989), e.g., 建議, 假設, and 開玩笑, and discourse organizing words (McCarthy, 1991), e.g., 問題, 重點, and 原因, are repeatedly used in the data. As for phrasal and sentential level, certain metadiscourse is realized in similar constructions. For example, tag questions are frequently used for Comment on probable views of Commentary. Metadiscourse can also be expressed by a full sentence. The hedging effects of Shields (subtypes of Epistemology marker) can be reached by a complete sentence to admit the speaker’s lack of confidence. As for differences of metadiscourse use, metadiscourse mainly differs from three aspects: frequency and distribution, purposes of use, and position in turns. The number of occurrences of each metadiscourse function is a reflection of the participants’ preference in different discourse types. The speaker is aware of the context s/he is involved in and accordingly chooses appropriate metadiscourse strategies to facilitate successful communication. For example, the frequency of Text connective in BUP outnumbers that in XYD, displaying the speaker’s need of Text connective to help organize a longer text and convey more complex ideas. Metadiscourse can also differ in the speaker’s purposes of use. Instances of metadiscourse of the same category may be used for different specific purposes within context. For example, saptio-temporal markers in Text connective are exploited by the host in XYD to interrupt the guests’ talks diverged from the main topic and draw their attention back on a previous unfinished topic or a new topic. However, in BUP, spatio-temporal markers are simply used by the host to move forward the communication. Different positions of metadiscourse in turns reflect the different features of discourse. For example, Clarification in Code gloss is usually used before possible misinterpretation happens in BUP. On the contrary, in XYD Clarification is made after the hearer has questioned the speaker. This shows that participants in the two shows have different degrees of carefulness about their own utterances and relationship between participants is also different. Findings of this study suggest that Chinese metadiscourse may have a group of commonly used expressions and typical constructions. On the other hand, the differences of metadiscourse use between the two shows imply that metadiscourse is used differently in different types of context. These findings provide pedagogical implications that we may provide a list of common metadiscourse expressions for students, but we still have to help them be conscious of the intricate differences of metadiscourse use in varying discourse types for effective and successful communication. Moreover, this study also offers implications for future metadiscourse studies in terms of the importance of investigating metadiscourse at both textual level and interactive level since metadiscourse may function differently in different situations.
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Klapalová, Kateřina. "Vyjadřování interpersonální funkce v anglických univerzitních přednáškách z oblasti humanitních a společenských věd." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-348325.

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(in English): The diploma thesis explores the means of expressing interpersonal function (metadiscourse) in English academic lectures. This function includes means mitigating the proposition of authors (hedges), expressions boosting its credibility (booster), instances reflecting attitude of the author (attitude markers) and means referring to both, the author himself (self-mentions) and the audience (engagement markers). For the purpose of the analysis, the integrative approach of Ken Hyland was chosen. It explores interpersonal resources as well as interactive resources in written academic discourse. Means organizing text into an intelligible and comprehensible unit will be also studied. The excerpted instances of metadiscourse were examined with respect to their function and realization form. In a case of realization forms, we expected to find means expressing modality (modal verbs, adverbs, adjectives), evaluative adjectives and adverbs, conjunctions and an array of personal pronouns referring to the participants of lectures. The findings showed surprising deviations in the categories of boosters, extended frame markers and attitude markers. Remaining categories, despite the different mode of the data (spoken academic language) corresponded with Hyland's findings from written academic discourse.
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Books on the topic "Interactional metadiscourse"

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Farahani, Mehrdad Vasheghani. Writer-reader Interaction by Metadiscourse Features. Frank & Timme GmbH, 2022. http://dx.doi.org/10.57088/978-3-7329-9097-9.

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Hatipoglu, Ciler, Erdem Akbas, and Yasemin Bayyurt, eds. Metadiscourse in Written Genres: Uncovering Textual and Interactional Aspects of Texts. Peter Lang D, 2017. http://dx.doi.org/10.3726/b11093.

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Bayyurt, Yasemin, Ciler Hatipoglu, and Erdem Akbas. Metadiscourse in Written Genres: Uncovering Textual and Interactional Aspects of Texts. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2017.

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Bayyurt, Yasemin, Ciler Hatipoglu, and Erdem Akbas. Metadiscourse in Written Genres: Uncovering Textual and Interactional Aspects of Texts. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2017.

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Bayyurt, Yasemin, Ciler Hatipoglu, and Erdem Akbas. Metadiscourse in Written Genres: Uncovering Textual and Interactional Aspects of Texts. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2017.

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Bayyurt, Yasemin, Ciler Hatipoglu, and Erdem Akbas. Metadiscourse in Written Genres: Uncovering Textual and Interactional Aspects of Texts. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2017.

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Metadiscourse: Exploring Interaction in Writing. Bloomsbury Publishing Plc, 2018.

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METADISCOURSE: EXPLORING INTERACTION IN WRITING. CONTINUUM, 2005.

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Hyland, Ken. Metadiscourse: Exploring Interaction in Writing. Bloomsbury Academic, 2018.

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Metadiscourse: Exploring Interaction in Writing. Bloomsbury Publishing Plc, 2018.

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Book chapters on the topic "Interactional metadiscourse"

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Gerrard, Daniel. "A Review of Interactional Metadiscourse Research in Postgraduate Dissertations and Theses across Disciplines." In Výzkum v didaktice cizích jazyků V. Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.p280-0310-2022-3.

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This review paper summarises research on the use of interactional metadiscourse in dissertations/theses by master’s and PhD students. A keyword search in the Scopus database identified ten relevant research articles with corpus-based studies from eight countries. The paper concludes that the topic of metadiscourse remains underresearched in these genres, particularly in European contexts.
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Urloi, Maria Cristina, and Miguel F. Ruiz-Garrido. "Persuasion Through Interactional Metadiscourse of Management Statements of European Renewable Energy Companies." In New Trends on Metadiscourse. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36690-1_8.

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Akbas, Erdem. "Are They Discussing in the Same Way? Interactional Metadiscourse in Turkish Writers’ Texts." In Second Language Learning and Teaching. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02526-1_8.

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Wei, Jing. "Metadiscourse: Definition and Categorizations." In Tracking Interaction in Chinese Scholars’ Academic Writing. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-2328-7_4.

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Wei, Jing. "Metadiscourse Research: Different Approaches and Perspectives." In Tracking Interaction in Chinese Scholars’ Academic Writing. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-2328-7_2.

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Wei, Jing. "Metadiscourse Research: Theoretical Frameworks and Empirical Studies in China." In Tracking Interaction in Chinese Scholars’ Academic Writing. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-2328-7_3.

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Vasheghani Farahani, Mehrdad. "Writer-Reader Interaction in Written Discourse: A Comparative Corpus-Based Investigation of Metadiscourse Features in English and Persian Academic Genre." In Perspectives on Academic Persian. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75610-9_4.

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Gordon, Cynthia. "Introduction." In Intertextuality 2.0. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197642689.003.0001.

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Abstract This chapter introduces this interactional sociolinguistic study of how intertextual linking strategies, both linguistic and multimodal, are mobilized in online discussion board discourse as a resource for accomplishing metadiscursive activities. These metadiscursive activities are targeted at various levels of discourse. Collectively they facilitate posters’ engagement in their community of practice and its primary shared activity: exchanging information about, and providing support in, weight loss, healthful eating, and related issues. The chapter provides a review of theories and empirical studies of intertextuality and metadiscourse, with a focus on online and other digital discourse contexts and both linguistic and multimodal studies. It describes the data set, identifies the book’s purpose as demonstrating how integrating theories of intertextuality and metadiscourse in empirical analysis is necessary to provide a full view of the scope and functionality of online intertextuality, and provides a preview of the chapters ahead.
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Tasso, Chiara. "Interactional Metadiscourse Features in the Written Production Made by Spanish EFL Learners." In Corpus Analysis in Different Genres. Routledge, 2020. http://dx.doi.org/10.4324/9780367815905-14.

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Aleksiejuk, Katarzyna. "Usernames as Linguistic Devices of Self- and Other-Categorisation in Computer-Mediated Communication." In Onomastics in Interaction With Other Branches of Science. Volume 2. Anthroponomastics. Jagiellonian University Press, 2023. http://dx.doi.org/10.4467/k7446.46/22.23.17267.

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This study analyses metadiscourse produced by Computer-Mediated Communication (CMC) participants on how they select and operate their usernames. The data comprises two answers to an open question in a survey conducted amongst participants of Чat30 (‘Chat30’), a website on the Russian-speaking Internet. These texts are approached as excerpts of communication rather than survey data and examined using Membership Categorisation Analysis (MCA) as an analytical tool. MCA originated from the work of Harvey Sacks, based on Ethnomethodology (EM) developed by Harold Garfinkel, who studied the interactional character of social reality. MCA serves to analyse linguistic strategies that people use to allocate themselves and others to so-called “membership categories” with commonly recognised sets of attributes ascribed to them. The general perception within this analytical approach is that personal names are used to refer to people, but not to categorise or otherwise characterise them, and therefore are not considered as terms of categorisation. In contrast, the aim of this study is to show that CMC participants handle their usernames as information-rich linguistic tools that share characteristics with terms of categorisation.
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Conference papers on the topic "Interactional metadiscourse"

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Kostenko, V. H., I. V. Znamenska, and I. M. Solohor. "Attitude markers as interactional metadiscourse resources in dentistry case reports." In INNOVATIVE ASPECTS OF THE DEVELOPMENT OF PHILOLOGICAL SCIENCES. Baltija Publishing, 2023. http://dx.doi.org/10.30525/978-9934-26-311-8-23.

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Anikin, O. M. "Linguostylistic peculiarities of interactional metadiscourse markers in Queen Elizabeth II‘s Coronavirus Speech." In THE IMPORTANCE OF PHILOLOGICAL SCIENCES IN THE MODERN WORLD. Baltija Publishing, 2024. http://dx.doi.org/10.30525/978-9934-26-485-6-37.

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Velickovic, Marta, and Jelena Danilović-Jeremić. "STANCE MARKERS: AN UNDERDEVELOPED ASPECT OF SERBIAN EFL WRITERS’ COMPETENCE." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.457v.

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The topic of the current study is the interactional dimension of metadiscourse, as expressed through lexico-grammatical devices in beginner L2 writing of L1 Serbian/L2 English learners. The participants’ use of metadiscourse devices was chosen due to its particular relevance for the beginner L2 writing process at the tertiary level. The sample of participants included a total of 70 English language majors attending the University of Niš. The corpus consisted of the students’ expository paragraphs collected over a period of nine weeks during the 2019/2020 schoolyear. The taxonomy used in this particular study was that of Biber (2006) and Min et al. (2019), with a particular focus of hedges, stance adjectives, stance adverbs, and stance verbs. The results obtained imply that stance markers deserve a more prominent place in the EFL classroom.
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Malá, Markéta. "Hedging like a professional: A corpus-driven approach to interactional metadiscourse in English learner academic writing." In 9th Brno Conference on Linguistics Studies in English. Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.p280-0212-2022-5.

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The paper explores the phraseology of English academic texts written by Czech university students in comparison with English L1 novice and expert academic writing, focussing on hedging patterns. It combines contrastive analysis and learner corpus research, taking as its starting point recurrent multi-word patterns overused or underused by both groups of novice writers (e.g. it can be said that and it seems ADJECTIVE that/to, respectively), or by English L2 writers (e.g. as it seems) in comparison with L1 expert writers. The findings suggest that when expressing epistemic stance in their English academic papers, Czech university students have to face two types of challenge – the more prominent ‘academic’ challenge, i.e. the lack of academic experience, and, despite their proficiency, also the ‘linguistic’ EFL challenge.
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Johnson, Jane Helen, and Mariangela Picciuolo. "Interaction in spoken academic discourse in an EMI context: the use of questions." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11018.

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Studies on metadiscourse (Hyland 2005) have focussed on engagement as interaction. An example of engagement is asking questions (Hyland 2009: 112) and indeed the importance of questioning for content learning has been researched extensively in pedagogical studies as fundamental in co-constructing meaning (Dafouz Milne &amp;amp; Sanchez Garcia 2013: 130). Research in an English Mediated Instruction (EMI) context found that teachers’ usage of questions in the classroom was affected by low levels of language competence and in these cases, strategies such as questioning could easily be underused or even misused, thus affecting the teaching and learning of content (Drljaca Margic &amp;amp; Vodopija-Krstanovic 2018: 32). Our study examines lecturer questioning at an Italian University by triangulating face-to-face surveys of lecturers, student questionnaires, and transcribed lecture recordings. Findings have practical applications for providing targeted coaching for non-native EMI lecturers with regard to appropriate linguistic strategies to encourage interaction, and also have implications for research into linguistic strategies used within EMI.
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