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Journal articles on the topic 'Interactional metadiscourse'
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1
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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Istiani, Riski, and Dian Puspita. "Interactional Metadiscourse used in Bloomberg International Debate." Linguistics and Literature Journal 1, no. 1 (2020): 13–20. http://dx.doi.org/10.33365/llj.v1i1.160.
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In delivering an argument, several things must be known, such as the theme, the purpose, and the content of the argument in a debate. Since debate demands critical thinking, debaters need to consider their words’ choice in delivering their argument. In that case, this research aims to analyze the uses of interactional metadiscourse markers that are applied in the Bloomberg International Debate. In doing the analysis, the writers used the descriptive method and proposed Hyland’s theory (2005). As the result of the research, it shows that the most speaker who is producing interactional metadiscourse markers is Ella Cox, followed by John Allan and then Ndidie Okezie and finally Auday and Rus Ma. Although there are three speakers in each team (both proposition and opposition), it seems that the third person on each team only as support and the one who then summarizes the result of the debate for each team. Further, related to the uses of interactional metadiscourse, the most used of the interactional dimension markers is self-mention, followed by booster, hedges, and booster.Keywords: Bloomberg, critical thinking, debate, interactional metadiscourse, metadiscourse markers
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Mat Zali, Masliza, Razifa Mohd Razlan, Raja Mariam Raja Baniamin, and Roszainora Setia. "Interactional Metadiscourse Analysis of ESL Learners’ Essays." Environment-Behaviour Proceedings Journal 7, SI9 (2022): 55–60. http://dx.doi.org/10.21834/ebpj.v7isi9.4248.
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This study analysed interactional metadiscourse markers on 40 expository essays by ESL learners from hard and soft science courses based on metadiscourse table of Hyland (2005). The study aimed to examine whether both groups used the same amount and type, and whether learners in different course groups differed in their selected metadiscourse. There were some differences in the amount and types used by both groups. Soft science learners produced more metadiscourse features and they were more interpretative meanwhile hard science learners were very assertive in their writings. This study indicates the importance of using metadiscourse in ESL writings
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Erarslan, Ali. "Correlation between Metadiscourse, Lexical Complexity, Readability and Writing Performance in EFL University Students’ Research-based Essays." Shanlax International Journal of Education 9, S1-May (2021): 238–54. http://dx.doi.org/10.34293/education.v9is1-may.4017.
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Metadiscourse is a tool for writers to guide and interact with readers through texts. Yet in most student texts, one of the points lacking is the interaction between writers and readers. In this study, frequency and type of interactive and interactional metadiscourse features were explored via students’ research-based essays based on Hyland’s metadiscourse taxonomy. Additionally, the students’ English Vocabulary Profile (EVP), lexical diversity, lexical density, and readability features of the texts in the corpus were scrutinized, which serve as an indicator of writing quality. Finally, the relationship of metadiscourse use with students’ writing performance, lexical diversity, lexical density, and readability was explored through statistical measures. Findings show that following explicit metadiscourse instruction, students’ research-based essays included more interactive metadiscourse than interactional metadiscourse, indicating that the students were dealing with more textual features, such as coherence, than interactional metadiscourse. Apart from findings regarding EVP such as lexical diversity, lexical density, and readability features, a positive relationship was explored between metadiscourse use and writing performance, lexical components, and textual features. It is concluded that metadiscourse should be integrated into the writing syllabus since it has a positive relationship with students’ use of academic vocabulary in their essays.
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Huang, Heyuan. "A Study of Interactional Metadiscourse Bundles in Chinese College Students' Argumentative Writing." Region - Educational Research and Reviews 6, no. 6 (2024): 244. http://dx.doi.org/10.32629/rerr.v6i6.2256.
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Interactional metadiscourse involves writer’s evaluation of proposition, and communication with readers, while the use of interactional metadiscourse has not been sufficiently explored from a bundle-driven perspective. To abridge the gap, this paper aims to find out the distribution, structures and functions of interactional metadiscourse bundles in Chinese college students’ argumentative writing. Research summarizes five structural types with eighteen sub categories in students’ writing. Functional analysis of IMBs shows that self mentions and attitude markers cover a large scale to achieve interpersonal communication in written texts.
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Azijah, Desma Putri, and Ingatan Gulö. "INTERPERSONAL METADISCOURSE MARKERS IN JACINDA ARDERN SPEECH AT CHRISTCHURCH MEMORIAL." Linguistics and Literature Journal 1, no. 2 (2020): 70–77. http://dx.doi.org/10.33365/llj.v1i2.594.
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The research aims to find the types of interactive and interactional metadiscourse markers in Jacinda Ardern’s speech at Christchurch memorial, and the function of each metadiscourse markers found in the speech. In doing the analysis, the writers applied Hyland’s (2005) framework of interpersonal metadiscourse. This research applied descriptive qualitative method in analyzing and presenting the results. The findings show that Jacinda Ardern used both interactive and interactional resources of interpersonal metadiscourse. She used the interpersonal metadiscourse markers based on its functions. By the use of metadiscourse markers in the speech, Jacainda Ardern has successfully delivered a well-organized and persuasive speech, and built a good relationship with her audience.
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Amouzadeh, Mohammad, and Raha Zareifard. "Interactional metadiscourse of gender in Persian." Pragmatics and Society 10, no. 4 (2019): 512–37. http://dx.doi.org/10.1075/ps.16049.amo.
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Abstract The present study sets out to investigate an important aspect of gendered performance, namely, the presence of interactional metadiscourse in conference presentations delivered in Persian. The study pursues two primary objectives: firstly, to compare the quantity and quality of interactional metadiscourse markers as expressed by male and female academics; secondly, to investigate some other factors influencing the phenomenon under investigation. The data include twenty-four conference presentations by twelve males and twelve females. The quantitative analysis showed a statistically significant difference in the use of interactional metadiscourse by male and female presenters. However, the qualitative analysis helped the authors to identify more similarities than differences. In point of fact, such factors as academic status and nativeness had caused the speakers to use different metadiscourse strategies.
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Vasheghani Farahani, Mehrdad, and Hossein Vahid Dastjerdi. "Metadiscourse Features in two English Translations of the Holy Quran: A Comparative, Corpus-based Inquiry." Lebende Sprachen 64, no. 2 (2019): 378–98. http://dx.doi.org/10.1515/les-2019-0020.
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Abstract The main objective of this study was to make a corpus-based comparison between two English translations of the Holy Quran in terms of metadiscourse features application and distribution. For this purpose, two English translations of the Holy Quran by Itani (2012) and Yousef Ali (1992) were selected as the corpus of the study. For the theoretical framework, the model of metadiscourse features proposed by Hyland (2005) was utilized. In order to check the distribution of metadiscourse features, Sketch Engine corpus software was used. The quantitative analysis of the data revealed that interactive metadiscourse features were higher in frequency than the interactional ones. Also, it was observed that within the interactive metadiscourse features, transitions were the most frequent type as compared with hedges which were the most frequent among the interactional ones. Finally, while in Yousef Ali’s translation, interactive metadiscourse features were the main trend, in Itani’s translation, the interactional metadiscourse features were the dominant attribute. The findings of this study have useful implications for researchers in translation as well as contrastive and corpus-based studies.
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Mat Zali, Masliza, Razita Mohamad, Roszainora Setia, Raja Mariam Raja Baniamin, and Razifa Mohd Razlan. "Comparisons of Interactive and Interactional Metadiscourse among Undergraduates." Asian Journal of University Education 16, no. 4 (2021): 21. http://dx.doi.org/10.24191/ajue.v16i4.11946.
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Interactive and interactional metadiscourse are linguistic features used to maintain the coherence in essays. It involved a one-way interaction between the writer and reader, thus a challenge for Second Language (L2) learners to write effectively and comprehensively. A study is done on how the L2 learners produced the metadiscourse features and the usage is compared. A corpus of 200 evaluative essays by UiTM undergraduate students from computer science and business administration courses is analysed based on Hyland’s (2005) framework. The purpose is to find out the amount and types of metadiscourse used and whether students from different course groups make any differences in their choices. The analysis revealed that students in both courses produced more interactive than interactional metadiscourse. The most prominent feature is Self-mention and the least is Attitude Markers. The same prominent feature for both courses is Transition Markers. The business administration course shows the least feature in Evidentials, whereas Frame Markers in computer science. These are evidence as to the importance of metadiscourse in students’ academic writings and awareness is shown in its usage. This could lead to a proposition for a metadiscourse writing comparison between secondary schools and universities to gain fascinating outcomes. 
 
 Keywords: Evaluative writings, Interactional metadiscourse, Interactive metadiscourse, L2 learners, undergraduates
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Shahid, Muhammad Imtiaz, Hafiz Muhammad Qasim, and Muhammad Hasnain. "Whites and Browns: A Contrastive Study of Metadiscourse in English Newspaper Editorials." Register Journal 14, no. 1 (2021): 25–42. http://dx.doi.org/10.18326/rgt.v14i1.25-42.
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Metadiscourse is an interesting field of inquiry that is believed to play a vital role in organizing and producing persuasive writing. It is a set of linguistic devices used to communicate attitudes and mark the structural properties of a text. The study aimed to investigate whether native and non-native varieties of English varieties are similar or different from each other from the perspective of interactional meta-discourse markers. The study as contrastive rhetoric research scrutinized a corpus of 900 newspaper editorials (450 written in native English newspapers and 450 written in non-native English newspapers). Editorials were culled from 15 native English newspapers belonging to three native English countries, England, America, and New Zealand, and 15 non-native English newspapers belonging to three non-native English countries, Pakistan, India, and Sri Lanka. Based on the model of metadiscourse given by Hyland (2005), interactional metadiscourse resources were analyzed. The frequencies of interactional metadiscourse markers in both native and non-native varieties were counted and compared with each other. The results disclosed that there were worth-pointing differences between the native and non-native English editorialists in the use of interactional metadiscourse markers. Two different varieties of English editorials showed variations particularly in the use of hedging and self-mention markers. On the whole, findings suggested that the use of interactional metadiscourse markers in native English editorials were more frequent than those in non-native English editorials which made their writings more appealing and convincing context.Keywords: metadiscourse; native; non-native; newspaper; editorials
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Zadeh, Zahra Rezaei, Roya Baharlooei, and Shahla Simin. "Gender-Based Study of Interactive and Interactional Metadiscourse Markers in Conclusion Sections of English Master Theses." International Letters of Social and Humanistic Sciences 47 (February 2015): 195–208. http://dx.doi.org/10.18052/www.scipress.com/ilshs.47.195.
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The aim of this study is to seek two types of interpersonal model of Hyland (2005) used in conclusion sections of 30 Master Theses of English Teaching, English Literature, and English Translation written by male and female graduate students. These conclusion sections were categorized into two groups of male and female writers: 15 conclusion sections belonged to male writers and other 15 conclusion sections belonged to female writers. The interactive and interactional metadiscourse markers were counted and analyzed to find if male or female writers utilize these metadiscourse markers differently or similarly in conclusion sections of English disciplines (Translation, Teaching, and Literature). These metadiscourse markers were analyzed descriptively and referentially. The descriptive analysis show that both male and female writers in Translation, Teaching and Literature applied more interactional markers than interactive ones. In Translation and Teaching, female writers used more interactional resources comparing to male writers. But, in Literature, male writers employed more interactional markers than female writers. The referential statistics indicate that in English Translation and English Literature, there are significant differences between male and female writers concerning use of Interactive and Interactional metadiscourse Markers, while in English Teaching, there are not any significant differences between male and female writers regarding use of these metadiscourse Markers.
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Saidi, Mavadat, and Niloofar Karami. "Interactional Metadiscourse Markers in Applied Linguistics Reply Articles." Language Teaching Research Quarterly 22 (November 2021): 64–77. http://dx.doi.org/10.32038/ltrq.2021.22.05.
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A published research article is not the final product in the knowledge dissemination circle. One genre entailing negotiation of academic outcomes is reply articles which seem to carry an evaluative burden (Khosravi & Babaii, 2017) and provide the academics with an opportunity to communicate their comments and criticisms on the published research findings. Nevertheless, it seems to have been underestimated compared to other genres in academic discourse communities. Attempting to fill this void, the current study attempted to investigate the frequency of interactional metadiscourse markers in 19 reply articles published in academic journals in applied linguistics from 2016 to 2021. Coding the interactional resources of Hyland’s (2005) interpersonal model of metadiscourse revealed that self-mentions were the commonest interactional metadiscourse markers followed by hedges, boosters, engagement markers and attitude markers in the reply articles. The study contributes to the existing literature by corroborating the genre-specific nature of interactional metadiscourse and has implications for the academic reading and writing course designers and material developers.
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Kholifah, Sona, and Rosyida Ekawati. "Metadiscourse Markers in Greta Thunberg’s Speeches." Deiksis 16, no. 3 (2024): 361. https://doi.org/10.30998/deiksis.v16i3.17480.
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<p><em>This study aims at discussing the type of metadiscourse markers and explain the metadiscourse used in Thunberg’s speeches. This study used qualitative method to describe the types and the function of metadiscourse markers in Greta Thunberg’s speeches. The result shows that there are interactive and interactional metadiscourse in the speeches. Interactive metadiscourse markers in the speech are transition, frame marker, endophoric marker and code gloss. Transition became the highest marker, because transition is conjunction that functions to coherent and to relate between argument with another argument. Meanwhile, interactional metadiscourse markers in the speech are hedges, booster, attitude marker, engagement marker, and self-mention. In the interactional category, engagement and self-mention are dominant, because the engagement marker helps Thunberg to build a relationship with the audience and address the audience into the discourse, while when to express her opinion and to emphasize herself as a speaker in personal responsibility for the argument, Thunberg used self-mention marker.</em></p>
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Alharbi, Sultan H. "An Investigation of Metadiscourse Features in Applied Linguistics Academic Research Articles and Master’s Dissertations." Advances in Language and Literary Studies 12, no. 1 (2021): 46. http://dx.doi.org/10.7575/aiac.alls.v.12n.1.p.46.
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The current study comparatively investigated the employment of metadiscourse items in 40 post-method sections/chapters of research articles (RAs) and master’s dissertations (MAs) in the field of applied linguistics. Utilizing Hyland’s (2005a) model of metadiscourse in analysing metadiscourse elements detected in both sets of texts, the findings indicated that interactive metadiscourse features were more frequent in both sets of texts than interactional metadiscourse items, and that the master’s dissertation subcorpus included significantly higher occurrences of most metadiscourse devices. Results indicated that transitions are the most used category of metadiscourse in research articles and master’s dissertations, while hedges are the most frequent interactional metadiscourse category used in both subcorpora. Results also showed that the master’s dissertation subcorpus consists of significantly higher occurrences of some metadiscourse devices, which might be due to the nature of both genres. The findings have important implications, particularly for L2 student writers, by facilitating their understanding of metadiscourse use in this field. The study concludes with the limitations, as well as recommendations for future research.
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Akoto, Osei Yaw, and Joseph Benjamin A. Afful. "VARIATIONS IN METADISCOURSE USE IN ENGLISH LANGUAGE INTRODUCTION AND LITERATURE REVIEW THESIS CHAPTERS." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, no. 2 (2020): 390–408. http://dx.doi.org/10.30743/ll.v4i2.2601.
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Studies have established that thesis chapters are both similar and dissimilar with respect to their rhetorical choices. This paper examined metadiscourse use in the Introduction and Literature Review (LR) chapters of English Language theses from a nonnative context. The Introduction and LR chapters of ten theses, resulting in 50, 000 and 100, 500 words respectively, constituted the data sets for this study. Drawing on Hyland’s metadiscourse model, we manually coded all the metadiscursive elements. The study reveals statistically significant differences across all the interactive and interactional subcategories, affirming the stance that the rhetorical function of a thesis chapter influences its metadiscoursal choices. The study also found a new subcategory of meta-discoursal category labeled continuants. The paper has implications for the teaching and supervision of postgraduate theses, and the theory of metadiscourse.
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Arzu, Ekoç-Özçelik. "Exploring interactional metadiscourse in remote teaching: A case study of A2-level english learners." i-manager’s Journal on English Language Teaching 13, no. 2 (2023): 16. http://dx.doi.org/10.26634/jelt.13.2.19441.
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The use of interactional metadiscourse markers in opinion paragraphs written by A2-level English learners was investigated in this research. Although metadiscourse is commonly studied in discourse analysis, pragmatics, and language teaching, there has been limited attention given to the writing of beginner-level language learners. Metadiscourse is typically associated with advanced English learners' writing behavior. However, this study recognizes that English learners at lower proficiency levels can also employ interactional metadiscourse markers, such as hedges, boosters, attitude markers, self-mentions, and engagement markers. The study scrutinized the opinion paragraphs of 20 university students at A2-level during the period of emergency remote teaching caused by the pandemic. The analysis of metadiscourse was carried out using Hyland's model for academic texts. The paragraphs of 10 students who attended online writing classes and 10 who did not were compared. The results showed that students who attended online classes attempted to use the metadiscourse markers they had learned in their writing lessons. On the other hand, students who did not attend online classes tended to use fewer interactional metadiscourse markers. The study proposes that students' writing and communication with their readers can be considerably impacted by teachers' attitudes, lesson materials, and sample paragraphs. Therefore, metadiscourse analysis can assist teachers and material developers in selecting appropriate materials for writing instruction.
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Siddique, Ali Raza, Muhammad Asim Mahmood, and Javed Iqbal. "Metadiscourse Analysis of Pakistani English Newspaper Editorials: A Corpus-Based Study." International Journal of English Linguistics 8, no. 1 (2017): 146. http://dx.doi.org/10.5539/ijel.v8n1p146.
Full textAbstract:
Metadiscourse markers (MMs) are lexical resources that writers use to organize their discourse and express their stance about the content or the reader. Metadiscourse analysis of Pakistani English Newspaper Editorials (PENE) has been conducted. The corpus of this study has contained 1000 editorials taken from four renowned Pakistani newspapers: Dawn News (DN), The Frontier (TF), The Express Tribune (TET) and The News (TN). The distribution of 250 editorials from each newspaper has been retrieved from online sources. The frequencies of metadiscourse features (MFs) have been counted and compared, and further studied metadiscourse features (MFs) functionally on the basis of propositional and non-propositional contents. A comprehensive model on Interpersonal metadiscourse has been proposed and it has been categorized into interactive and interactional markers. A comprehensive scheme of metadiscourse markers (MMs) has been proposed for the analysis of the present study. The findings revealed that all corpora used more interactive than interactional markers. In this regard, the sub-categories of interactive metadiscourse such as sequencing markers and transition markers have been frequently observed in the corpus of The Frontier (TF) as compared to other said corpora. The sub-categories of interactional metadiscourse such as engagement, and hedges have been frequently seen in the corpus of The Frontier (TF) as compared to other said corpora. In conclusion, this study has claimed that The Frontier (TF) is more reader-friendly because of the excessive use of interactive metadiscourse.
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Farahani, Mehrdad Vasheghani, and Mehrnoosh Sbetifard. "Metadiscourse Features in English News Writing among English Native and Iranian Writers: A Comparative Corpus-based Inquiry." Theory and Practice in Language Studies 7, no. 12 (2017): 1249. http://dx.doi.org/10.17507/tpls.0712.12.
Full textAbstract:
The aim of this study was to compare and contrast the distribution and application of metadiscourse features in news writings between English native writers and Iranian non-native writers. To this end, a comparable corpus of English news written by English native authors and Iranian authors were selected randomly. For the theoretical framework, Hyland’s model (2005) was exploited. As the data represent, the English authors were more relied than the Persian ones on metadiscourse features. Also, the data revealed that in both corpora, the interactional metadiscourse features were preponderant as compared to the interactive metadiscourse features. In addition, in the interactional corpus, hedges were the most frequent as compared to transitions which were the most frequent type of metadiscourse in interactive category.
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Mur-Dueñas, Pilar, and Daniel Pascual. "Metadiscoursal Realisation of Pragmatic Strategies @ResearchProject Twitter Accounts." Atlantis. Journal of the Spanish Association for Anglo-American Studies 45, no. 2 (2023): 119–50. http://dx.doi.org/10.28914/atlantis-2023-45.2.06.
Full textAbstract:
To ensure the global communication and visibility of their investigations, international research projects leverage online settings and endorse specific digital academic practices. Twitter as a Social Medium for Research Purposes has become an effective outlet to widely disseminate their project development, knowledge production and research findings. To meet these aims, research groups display pragmatic strategies responding to three overarching communicative intentions –informative, interactional and promotional– as well as metadiscursive markers to establish links through their texts with the audience. This paper analyses these practices by looking into the metadiscoursal realisations of a taxonomy of twenty-seven data-driven pragmatic strategies in ten Horizon2020 research project Twitter accounts. First, we revisit metadiscursive adjustments for the digital environment of Twitter. Then, we identify salient metadiscourse features instantatiating the pragmatic strategies using NVivo. In general, interactional metadiscursive features predominate over interactive ones, being attitude markers, self-mentions and directives characteristic markers in informative, promotional and interactional strategies, respectively. Moreover, some metadiscourse categories are found to rely on non-verbal markers for their realisation. The analysis expands the understanding of complex digital discursive practices developed by researchers to disseminate their results, account for their funding, make themselves visible and engage multiple audiences.
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Huang, Jingjing, and Wei Xiao. "Use of interactional metadiscourse and identity construction in responses to negative online reviews of Chinese and British hotels." PLOS ONE 19, no. 12 (2024): e0316071. https://doi.org/10.1371/journal.pone.0316071.
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In the business context, effectively responding to negative reviews is critical for a hotel to maintain reputation and customer relations. To explore the linguistic devices employed in addressing guest complaints, a corpus-based study is conducted on the use of interactional metadiscourse and identity construction in responses to negative online reviews of Chinese and British Hotels. Drawing upon the statistical results of the usage of interactional metadiscourse and the analysis of discourse examples, this study delves into the frequency and similarities/differences in the employment of five subcategories of interactional metadiscourse across the respective corpora of 100 responses to negative reviews from hotels in Beijing and hotels in London. Furthermore, the study examines the characteristics and similarities/ differences of the identity construction of manager, communicator, doer and advisor with the use of interactional metadiscourse. The findings reveal that there are significant differences between the two sides in the use of self-mentions, boosters, hedges and positive attitude markers, while there is little difference in the use of engagement markers and negative attitude markers. The most constructed identity by both sides is the communicator, and the least is the adviser, with little difference. The identity of manager is significantly more prevalent in responses from hotels in Beijing, whereas hotel responders in London exhibit a notably greater tendency to construct the identity of doer. The similarities and variances of interactional metadiscourse use and identity construction indicate the two sides’ distinctive priorities in interactions with guests and different cultural values, which provide valuable insights for hotels on the effective use of metadiscourse to construct multiple identities, revealing that the strategically crafted responses play a pivotal role in shaping favorable images, fostering harmonious relationships with customers and promoting sustainable development of the hotels.
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Chek Kim, Loi, Chen Jung Ku @. Nur Alliyah Ku, Soon Chiow Thai, and Lau Yoke Lian. "Metadiscourse within a discipline: A study of introductions in marketing journal articles." Journal of Social Science and Humanities 6, no. 2 (2023): 8–15. http://dx.doi.org/10.26666/rmp.jssh.2023.2.2.
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The present study examines the use of metadiscourse in the introductions of marketing research articles. The corpus for this study comprises 40 introductions of research articles. Hyland’s (2004) model of metadiscourse has been employed as the analytical framework for the present study. The use of the different types of interactive and interactional metadiscourse in the set of introductions is looked at in addition to the use of the metadiscourse to realise the different communicative purposes in the introductions. The study is both quantitative and qualitative. Among other findings, the introductions are found to employ more interactive than interactional forms (average density of 0.78 vs. 0.52) that is the former is 1.5 times higher in number than the latter. In the interactive form of metadiscourse, evidentials (64.5% of all interactive uses) were the most frequent metadiscourse used in the introductions. The findings of the present study provide some insights into the teaching and learning of academic English writing for ESL (English as a Second Language) students.
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Yoon, Hyung-Jo, and Ute Römer. "Quantifying Disciplinary Voices: An Automated Approach to Interactional Metadiscourse in Successful Student Writing." Written Communication 37, no. 2 (2020): 208–44. http://dx.doi.org/10.1177/0741088319898672.
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This article reports on a study that explored cross-disciplinary variation in the use of metadiscourse markers in advanced-level student writing, put forward as a realistic target for novice writers. Starting from the stance and engagement categories included in Hyland’s model, we first conducted a comprehensive quantitative analysis of interactional metadiscourse across disciplines. For this analysis, we used an automated processing tool that generates quantity scores for each metadiscourse category. We then carried out a detailed qualitative analysis of selected items that contributed significantly to these category scores. The data for our analyses come from a corpus of 829 student papers from 16 different disciplines. The results showed notable differences in students’ use of metadiscourse features across academic divisions and disciplines. We suggest that this offers evidence of advanced students’ ability to express interactional strategies that are in line with disciplinary expectations. We also found, however, that disciplines that fall into the same academic division were not necessarily similar in their use of interactional metadiscourse, which calls into question the usefulness of existing disciplinary groupings. The findings of this study offer insights into how to build an appropriate writerly stance in different academic communities.
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Ghafar, Ata ul. "A Corpus-Based Study of Metadiscourse Features Across Pctb Textbooks at Primary and Secondary Levels." American Journal of Literature Studies 1, no. 1 (2022): 40–48. http://dx.doi.org/10.47672/ajls.1291.
Full textAbstract:
Metadiscourse markers (MMs) are linguistic features that scholars use to express their messages compellingly and persuasively. Metadiscourse not just aides the peruser to comprehend the essential message of the message through construction and content, rather its suggest the peruser with the specific inclinations and points of view in the essential talk.The basic purpose of this study is to explore metadiscourse markers division and frequency designed by Pakistani authors Punjab curriculum textbook board at primary and secondary level students for the academic year 2018-2019. And also try to encompasses appropriate and inappropriateness as well. An adhock corpus comprises at primary and secondary levels Punjab textbook board English language books. Ken Hyland’s taxonomy Metadiscourse (2005) was selected to investigate the frequency of metadiscourse features though famous AntConc 3.5.8 software is used for text analysis. According to obtained results, interactive metadiscourse features has more frequently used rather interactional metadiscourse features in Punjab curriculum textbook board English language books.The total numbers of interactive markers are 10,429 likewise interactional metadiscourse markers total numbers are 94,91. The research indicates the worth of metadiscourse features in Punjab curriculum textbooks board English language books and opens the door for syllabus designers and researchers that they should considered the worth of metadiscourse in pedagogical perspective.
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Akoto, Osei Yaw. "Metadiscourse within a discipline: A study of introduction and literature review chapters of sociology masters’ theses." Indonesian Journal of Applied Linguistics 10, no. 2 (2020): 471–80. http://dx.doi.org/10.17509/ijal.v10i2.28588.
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It has been established that there are inter-chapter variations regarding metadiscourse use in masters’ thesis. This paper, therefore, investigates the differences and similarities in metadiscourse use between the Introduction and Literature Review (LR) chapters in Sociology masters’ thesis from an English-medium university. The Introduction and LR Chapters of ten theses constituted the corpus for this study. The metadiscursive devices were manually coded, drawing on the modified version of the Hyland’s (2005a) interpersonal model of metadiscourse. It was realized that there are both differences and similarities between the two chapters in terms of metadiscourse use. In the ranking, the interactive and interactional devices, transitions, and hedges respectively recorded the highest frequencies in the two chapters. Besides, there were significant variations across the two chapters in terms of both interactive and interactional subcategories. The findings have implications for the teaching of English for Research Purposes, and the theory of metadiscourse.
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Mohammed, Sir Al Khatim Mohammed Ahmed, and Sami Hussein A. Ahmed. "How Gender Influences Arab Academics’ Using of Certainty Markers." World Journal of English Language 12, no. 6 (2022): 8. http://dx.doi.org/10.5430/wjel.v12n6p8.
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One of the most significant abilities of professional communication in academic writing is articulating uncertainty and conviction. In this context, this study aims to identify whether a researcher's gender affects their use of interactional metadiscourse, particularly certainty markers, in published research articles written by Arab academics. The study data is collected from twenty research articles from international refereed journals. As the study analyses the effect of two variables (male vs. female) on the use of interactional metadiscourse (certainty markers), a t-test was used to analyze the data. The data analysis revealed significant differences in the effect of gender on the use of interactional metadiscourse markers in favor of female researchers. Based on these findings, the study recommends that educational institutions offer systemic training packages to help postgraduate students and novice researchers to write theses and research articles that reflect these developments.
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Chou, Isabelle, Weiyi Li, and Kanglong Liu. "Representation of interactional metadiscourse in translated and native English: A corpus-assisted study." PLOS ONE 18, no. 7 (2023): e0284849. http://dx.doi.org/10.1371/journal.pone.0284849.
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The present study aimed to investigate the differences between translated and non-translated English texts with regard to interactional metadiscourse features, which are crucial in engaging readers in the reasoning process and establishing the credibility of a proposition. Despite numerous studies investigating lexical and syntactic differences between translated and non-translated language, little research has been conducted on the textual level in terms of metadiscourse use. To address this gap, we conducted a comparative analysis of six interactional markers across two comparable multi-genre corpora, namely, FLOB (Freiburg-LOB Corpus of British English) comprising native English and the English subset of COCE (Corpus of Chinese-English) containing translated English. Our ANOVA analyses revealed that translated English exhibited a tendency to underuse stance features, such as hedges, boosters, and attitude markers, compared to native English. Furthermore, our post-hoc analysis revealed that genre modulated the use of metadiscourse features in both translated and native texts. Importantly, we found that there was greater cross-genre variation in the use of interactional metadiscourse in translated English than in native English. Our study highlights the unique characteristics of translation and emphasizes the importance of taking into account metadiscourse in the field of translation studies.
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Farahani, Mehrdad. "Metadiscourse in Academic English Texts: A Corpus-driven probe into British Academic Written English Corpus." Studies About Languages, no. 34 (June 3, 2019): 56–73. http://dx.doi.org/10.5755/j01.sal.0.34.21816.
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This paper reports on a research performed in the field of corpus linguistics on metadiscourse features in the British Academic Written English Corpus. For this purpose, the British Academic Written English Corpus, which is freely available and contains 6,968,089 words, was selected as the data resource of the study. The taxonomy of metadiscourse features compiled by Hyland was used as the theoretical framework and the R program was used as the statistical software. The whole corpus was analyzed. As the data can show, the interactive metadiscourse features were more prevalent than the interactional metadiscourse features. In the interactive category, transitions and endophoric markers were used more than other ones; whereas, in the interactional category, hedges and boosters were the predominant metadiscourse features. The prevalence nature of interactive metadiscourse features can add support to the idea that writers were more interested in organizing discourse rather than conducting interaction. The findings of this research can have useful implications for researchers in such fields as contrastive analysis, text linguistics and corpus-based studies.
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Vasheghani Farahani, Mehrdad. "Metadiscourse in Academic Written and Spoken English: A Comparative Corpus-Based Inquiry." Research in Language 18, no. 3 (2020): 319–41. http://dx.doi.org/10.18778/1731-7533.18.3.05.
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This paper reports on a comparative study performed in the field of Corpus Linguistics. The objective of the research was to analyze the distributional pattern of interactive and interactional metadiscourse features in two modes of academic spoken and written English. For this reason, a list of metadiscourse characteristics was gathered. By using the Sketch engine software, all the words were scrutinized in the corpus and their concordance lines were analyzed one by one in both corpora (British Academic Written English Corpus and British Academic Spoken English Corpus). As the data can show, in both corpora, the general propensity of the authors was towards the interactive metadiscourse features. In addition, in the written corpus, the transitions and endophoric markers were used more often; while in the spoken, endophoric markers and transitions were the most frequently applied metadiscourse features. In the interactional metadiscourse features, hedges and self-mentions were the most frequent in the written form; whereas in the spoken, self-mentions and boosters were used moe often.
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Hasan, Eatidal, and Alsout Ergaya. "A pragmatic approach to the rhetorical analysis and the metadiscourse markers of research article abstracts in the field of applied linguistics." Discourse and Interaction 16, no. 2 (2023): 51–74. http://dx.doi.org/10.5817/di2023-2-51.
Full textAbstract:
Using Hyland’s (2000) model as a research tool and drawing on Hyland’s (2005a) model of metadiscourse, this article presents a pragmatic two-level rhetorical analysis of the constituent moves within research article abstracts. It specifically zeroes in on the identification and mapping of the most frequently used metadiscourse markers signifying these moves. The findings highlight that Libyan authors employ interactive markers more often than interactional ones. Both quantitative and qualitative analysis of metadiscourse indicate that transitions, endophoric markers, and frame markers emerge as the dominant interactive categories. In contrast, interactional metadiscourse is predominantly represented by attitude markers, hedges, and boosters. Based on the findings, Move 1 features the highest frequency of metadiscourse markers, followed by Move 2. Notably, transitions stand out as the most prevalent category across all moves. This study carries pedagogical implications for academic writing practices among Libyan academic writers and students alike. Moreover, it enhances the existing body of research on the genre of research articles.
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Boginskaya, Olga A. "Disciplinary, generic and culture-specific writing conventions: Which matter in English-language academic writing by Russian authors?" Vestnik Tomskogo gosudarstvennogo universiteta. Filologiya, no. 92 (2024): 5–21. https://doi.org/10.17223/19986645/92/1.
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The article deals with insufficiently studied academic prose by Russian writers who have been actively using English in academic settings only for the last fifteen years. To meet the requirements of international academia, Russian scholars need to have a good command of English for performing academic tasks, including publishing their research findings in international journals in order to get promoted in the field. The study has been inspired by the increasing interest in variations in the use of metadiscourse in English academic texts across disciplinary boundaries. Its main focus is on the repertoire and distribution of interactional metadiscourse markers in research article abstracts by nonnative English writers working in social sciences and engineering. In order to investigate metadiscourse in Russian-authored academic writing from a cross-disciplinary perspective, this study adopted a combination of quantitative and qualitative methods. Data collected from 240 research article abstracts was examined for cross-disciplinary differences in the use of metadiscourse. Hyland's taxonomy of interactional metadiscourse was adopted for the analysis. This study aimed to confirm the findings obtained by other researchers who claim that social science authors interact more with the audience than their counterparts in engineering and that differences in the deployment of metadiscourse are more influenced by the disciplinary or generic norms rather than cultural backgrounds of writers. To achieve this aim, the study analyses disciplinary preferences in shaping knowledge through the employment of metadiscourse seeking to identify (1) cross-disciplinary differences in the frequency of occurrence of metadiscourse markers; (2) cross-disciplinary differences in the frequency of the types of hedging, boosting, attitude, self-mention and engagement; (3) cross-disciplinary differences in the use of lexical units that serve metadiscourse functions. The results revealed that while research article abstracts derived from the social science journals included five categories of interactional metadiscourse (hedging, boosting, attitude, engagement, and self-mention), in engineering research article abstracts only four types (hedging, boosting, attitude, and self-mention) appeared. The frequency of occurrences of metadiscourse categories and types also varied across disciplines. The findings confirmed the assumption that metadiscourse is expressed in accordance with the accepted disciplinary and genre-specific norms rather than influenced by cultural backgrounds of L2 writers. Due to a small number of research article abstracts collected to build the corpus, the research results can be interpreted only as trends in the two disciplines. Through a study of interactional preferences of writers from a larger number of disciplines, we will learn more about rhetorical practices and values.
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Lazović, Nikola Z. "KONTRASTIVNO ISTRAŽIVANJE INTERAKCIONIH METADISKURSNIH MARKERA U ARAPSKIM I SRPSKIM APSTRAKTIMA NAUČNIH RADOVA." Lipar XXVI, no. 86 (2025): 57–70. https://doi.org/10.46793/lipar86.057l.
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The aim of this paper is to show the similarities and differences in the use of interactional metadiscourse markers in the abstracts of research papers in Arabic and Serbian. Hyland’s (2005) interpersonal model of metadiscourse was applied in the study, through which we identified the categories of interactional metadiscourse markers: hedges, boosters, attitude markers, engagement markers and self-mentions. The use of these markers was then compared both quantitatively and qualitatively. The research results showed that Arabic authors use more interactional metadiscourse markers in all categories except for attitude markers. The ways in which Arabic and Serbian authors involve the reader in the text and express their attitude toward the utterance in the research paper abstract were analyzed and compared. Arabic authors more frequently express caution through the use of hedges of intent, thereby indicating reservation towards obtained research results. On the other hand, boosters were found to be the most frequent category of interactional metadiscourse in the Arabic subcorpus, which is not surprising given the importance of boosting arguments in Arabic rhetoric. Attitude and engagement markers are infrequent in both the Arabic and Serbian subcorpora, which is expected since the abstract is a concise text, and expressing attitude and addressing the reader are not typical for it. Authors use self-mentions to emphasize their contribution to the research, and they proved to be important for both Arabic and Serbian abstracts, with the author’s presence in the text being more prominent in Arabic than in Serbian academic discourse.
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Gillaerts, Paul, and Freek Van de Velde. "Interactional metadiscourse in research article abstracts." Journal of English for Academic Purposes 9, no. 2 (2010): 128–39. http://dx.doi.org/10.1016/j.jeap.2010.02.004.
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Boginskaya, Olga. "Metadiscourse patterns in academic prose by non-native English writers: A cross-disciplinary perspective." Discourse and Interaction 15, no. 2 (2022): 5–27. http://dx.doi.org/10.5817/di2022-2-5.
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This article scrutinizes metadiscourse in English-medium academic prose by Russian writers from two different discourse communities focusing on the ways they interact with the reader and present themselves and their research results. It is assumed that the distribution of interactional metadiscourse elements varies across disciplines. The theoretical basis of the study is Hyland’s (2005) model of interactional metadiscourse which offers a pragmatically-grounded method of studying metadiscourse in academic texts. The study was carried out on a corpus of 156 abstracts derived from two Russian journals in the field of linguistics and computer engineering. The study confirmed Hyland’s findings about research article abstracts in the humanities and hard sciences, though it revealed some distinctive features of English-medium research article abstracts by Russian writers. The findings can enhance English L2 novice academic writers’ familiarity with the academic writing conventions in the discipline.
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Gu, Xiaole, and Ziwei Xu. "Sustainable Development of EFL Learners’ Research Writing Competence and Their Identity Construction: Chinese Novice Writer-Researchers’ Metadiscourse Use in English Research Articles." Sustainability 13, no. 17 (2021): 9523. http://dx.doi.org/10.3390/su13179523.
Full textAbstract:
English for foreign language (EFL) novice writer-researchers are faced with an increasing pressure for international publication as a prerequisite for sustainable career development in academia. The use of metadiscourse, as a key indicator for their discourse competence, has been a subject of research for English for Academic Purposes (EAP) and/or English for Specific Purposes (ESP) scholars. This study investigates metadiscourse features of research articles’ (RA) results and discussion (R&D) sections written by Chinese PhD students and their writer identities reflected through metadiscourse choice. A corpus was built, consisting of a subcorpus of R&D of unpublished research articles (RAs) written by Chinese PhD students (CNWs) and one of the same part-genre by English-speaking expert writers (EEWs). Metadiscourse used by the two groups were identified based on Hyland’s interpersonal model of metadiscourse. Quantitative analyses on the frequency and variety of metadiscourse markers found a significant difference not only in interactional metadiscourse but also in some subcategories of interactive and interactional metadiscourse, indicating that CNWs attach more importance to organisation of ideas than to the persuasiveness of arguments. A questionnaire survey was conducted to explore the influence of the CNWs’ perception of RA writing on their metadiscourse choice. It revealed that knowledge of generic conventions and metadiscourse functions, awareness of the writer–reader relationship, and confidence in language competence may influence metadiscourse choice. The paper concludes with the view that the CNWs generally view themselves as a recounter and reporter of their research, remaining conservative when presenting an authoritative voice and a confident identity as a knowledge creator.
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Khairul Zakaria, Muhamad, and Faridah Abdul Malik. "Metadiscourse in Academic Writing of Pre-University Arab Students at the International Islamic University Malaysia (IIUM)." MATEC Web of Conferences 150 (2018): 05086. http://dx.doi.org/10.1051/matecconf/201815005086.
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There is lack of studies on the use of metadiscourse markers; especially amongst international students studying in Malaysia and Malaysia are receiving scores of international students particularly from the Middle East annually. This study involves a textual analysis of students’ academic writing where the metadiscourse markers in 50 Arab IIUM students’ academic texts were identified and analyzed. The findings of this study indicated that Arab writers had a greater inclination for the deployment of the interactive markers (Total counts = 919) than interactional ones (Total counts = 592) as there was a higher percentage of interactive metadiscourse (60.8%) usage than the interactional ones (39.2%). It might be useful for English language teachers to integrate cultural considerations within their syllabus with regard to metadiscourse markers in order to prepare relevant materials based on their students’ needs as well as to develop the students’ awareness of the importance of these linguistic features.
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Šandová, Jana Kozubíková. "INTERPERSONALITY IN RESEARCH ARTICLE ABSTRACTS: A DIACHRONIC CASE STUDY." Discourse and Interaction 14, no. 1 (2021): 77–99. http://dx.doi.org/10.5817/di2021-1-77.
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Research article (RA) abstracts are not mere shortened versions of the research article content but constitute a separate genre of academic discourse with its own specific features, one of them being its interactional nature. This paper explores interactional metadiscourse markers occurring in RA abstracts from the diachronic perspective. The main focus is therefore on variation and change in the use of these linguistic means since it may be expected that their distribution could evolve over time, even though scholars follow specifi c writing conventions when writing RA abstracts. Connected with this is the question whether growth in the mean length of RA abstracts has led to any rhetorical change. Providing an answer to this question is another aim of this paper. The study is based on a corpus of 96 RA abstracts from the fi eld of Applied Linguistics published in a prestigious linguistic journal entitled Journal of Pragmatics over the course of the last 35 years. The theoretical framework followed here is the taxonomy of metadiscourse proposed by Hyland (2005a), which is particularly convenient as it off ers a pragmatically-grounded method of analysing interactional metadiscourse markers in academic texts. As the results suggest, the distribution of interactional metadiscourse markers has undergone diachronic changes, e.g. in the use of hedging and boosting devices, confi rming the dynamic character of this often overlooked genre of academic discourse with regard to its interpersonal aspects.
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Aimah, Siti, Dodi Mulyadi, and Muhimatul Ifadah. "METADISCOURSE MARKERS WRITTEN IN INTRODUCTION SECTION OF FINAL PROJECT OF UNIMUS EFL LEARNERS." English Review: Journal of English Education 7, no. 2 (2019): 109. http://dx.doi.org/10.25134/erjee.v7i2.1717.
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Metadiscourse marker is one of determining indicators of the quality of the writers� writing. Metadiscourse markers enable the writers to interact with the readers effectively. What commonly happens to many undergraduate students studying English as a foreign language is that they are not able to develop an engagement between themselves, their texts, and their readers. Thus, this study investigates the types of metadiscourse markers used by Unimus EFL learners in final project introduction sections, and markers that are frequently used by them in their writing. By using qualitative and quantitative research method, seven introduction sections of final project of Unimus EFL learners focusing on qualitative and qualitative research methods were chosen purposively. As result, the study revealed that in writing introduction sections, the students used various metadiscourse markers, including interactive resources (transitions, frame markers, endophoric markers, evidentials, and code glosses) and interactional resources (hedges, boosters, attitude markers, engagement markers, and self-mensions). Among those categories, interactive resources were found to be frequently used by the learners rather than interactional resources. It means that the writers tended to give attention to and guided the readers through the text by establishing their interpretations explicitly rather than involving the readers in the argument through the use of markers in interactional dimension.
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Huang, Siming. "Comparative Study of Conclusion Section of Aerospace Research Article (RA) in the Use of Interactional Metadiscourse." International Journal of Languages, Literature and Linguistics 9, no. 4 (2023): 248–53. http://dx.doi.org/10.18178/ijlll.2023.9.4.413.
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This study provides a comparative corpus-based analysis of interactional metadiscourse between Chinese scholars and English native speakers’ conclusion section of aerospace research articles. For this purpose, based on Hyland’s (2005) interactional metadiscourse taxonomy, 52 aerospace conclusions writing pieces from two high-profile journals were selected for analysis. Results indicate that the discrepancy in total number and frequency lies in the use of hedges, boosters, and attitude markers. Linguistic features, sociocultural factors, and rhetoric functions are responsible for these discrepancies. This work may shed lights on academic writing and pedagogy.
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Tien, Dang Ngoc Cat. "The use of metadiscourse markers in applied linguistics research proposals written by Vietnamese MA students." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 13, no. 2 (2023): 107–19. http://dx.doi.org/10.46223/hcmcoujs.soci.en.13.2.2688.2023.
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This study aimed to investigate how the metadiscourse
 markers are used in Applied Linguistic research proposals written by
 Vietnamese MA students. Besides, it also examines what the most
 and least common types of metadiscourse markers are used in this
 kind of proposals. The study used the corpus consisting of Applied
 Linguistic research proposals written by a total of 20 students. The
 analysis of the type and frequency of metadiscourse markers used in
 the selected research proposals was based on Hyland’s (2005)
 model. With the support of the concordance computer programme
 namely Antconc, the occurrence of each metadiscourse marker
 found was calculated to find out the results. The finding of the study
 showed that interactive markers are more commonly used than
 interactional markers in Applied Linguistic research proposals. It is
 also seen that transition markers are the most common type of
 metadiscourse markers while evidential markers have the lowest
 frequency. This can be implied that Vietnamese students prioritize
 the interacitve metadiscourse markers over the interactional
 metadiscourse markers in Applied Linguistics research proposals
 due to the fact that it is the easiest way for the author to organise the
 text in order to make readers comprehend the whole text.
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Ruonan, Lin, and Ghayth Kamel Shaker Al-Shaibani. "An investigation into the use of metadiscourse in undergraduates’ abstracts in social sciences." Topics in Linguistics 23, no. 2 (2022): 36–49. http://dx.doi.org/10.2478/topling-2022-0010.
Full textAbstract:
Abstract There is very little research on the use of metadiscourse markers in abstracts across different disciplines (especially in a single study) in the research of undergraduates as novice researchers, and little qualitative research has been done on the topic in EFL and ESL contexts altogether. Thus, the purpose of this study is to examine the use of metadiscourse markers in EFL and ESL undergraduates’ abstracts in social sciences across three disciplines (English Language and Communication, Mass Communication, and Psychology) in the Faculty of Social Sciences and Liberal Arts at UCSI University, a Malaysian private university. We adopt Hyland’s (2005) interpersonal model which involves two main categories – interactive metadiscourse and interactional metadiscourse – to analyse all 62 abstracts collected from the 2016 Colloquium held at the faculty. The method used is qualitative to categorize the metadiscourse markers accordingly as well as counting their frequencies. The findings showed that the interactional metadiscourse markers were used nearly twice as often as the interactive discourse markers for the three disciplines, and the most used markers are boosters. The most used interactive metadiscourse markers are transitions, followed by frame markers, evidentials, code glosses, and endophoric markers. The findings can be used by ESL and EFL instructors when teaching students learning argumentative writing and research writing to use metadiscourse markers to make arguments and write proper critiques to reflect their stance and voice. This research adds some insights into this neglected genre of academic discourse at the undergraduate level.
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Boginskaya, O. A. "Political Media Discourse as an Interactional Space: Presidential TV Addresses to the Nation from a Metadiscourse Perspective." Current Issues in Philology and Pedagogical Linguistics, no. 2 (June 25, 2023): 86–100. http://dx.doi.org/10.29025/2079-6021-2023-2-86-100.
Full textAbstract:
The study of political media discourse as an interactional space requires an analysis of not only its linguistic characteristics and propositional content but also its metadiscourse component, strategies employed to express speaker’s attitudes and involve the addressee into a dialogue. This paper aims to identify tools exploited to realize the interactional metadiscourse strategies in the genre of Presidential New Year’s addresses to the nation. To achieve this goal, the study determines the types of metadiscourse used in the texts of New Year’s Addresses, their functions and frequencies. The texts of New Year’s addresses broadcast in 2001-2022 were used as the research material for the present study. The analysis of these texts identified five categories of metadiscourse used with different frequencies: intensifiers of the categorical of statments (boosters), mitigators of categorical of statments (hedges), explicators of affective state, self-mentions, and engagement markers. The study revealed that these metadiscourse devices predominantly serve the following communicative functions: explicate the speaker’s confidence in the truth of the propositional content, demonstrate solidarity with the addressee, explicate the speaker’s affective states, involve the addressee into a dialogue, indicate the speaker’s personal responsibility for the utterances. The analysis showed that the most frequent metadiscourse categories are boosters and explicators of affective states, the shares of which in the total number of metadiscourse categories were 53.7% and 28.3%, respectively. The findings allow for the conclusion that metadiscourse is a crucial strategy contributing to the interactive nature of political media discourse.