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Journal articles on the topic 'Interactive metadiscourse'
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1
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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Lorés, Rosa. "Digesting Psychology: Metadiscourse as a Recontextualising Tool in the Digital Communication of Disciplinary Research." Chinese Journal of Applied Linguistics 47, no. 2 (2024): 178–95. http://dx.doi.org/10.1515/cjal-2024-0202.
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Abstract Metadiscourse was initially conceived as a tool to explore mainly academic, monologic, written texts. When applied to the study of digital discourse, metadiscourse may reveal itself as a rather frustrating exploratory framework, firstly because of the problematised interaction between writer and reader in an online context where audiences are not easily identifiable and, secondly, because of the multimodal character of digital texts. In the present study, the role played by interactive metadiscoursal resources in online communication has been explored. For such purposes, the focus has been placed on a corpus of digital research digests published on the website of the British Psychological Society, the most important representative body of the profession in the United Kingdom. The study revolves around the function of interactive metadiscourse as a recontextualising tool to facilitate the understanding of complex disciplinary knowledge for potentially less expert readers. Several interactive resources (code glosses, evidentials, transition markers, and frame markers) are identified, which strategically contribute to the mediation of specialised information and which also take advantage of the affordances offered by digital platforms.
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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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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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Alqahtani, Sahar Nafel, and Safaa M. Abdelhalim. "Gender-based Study of Interactive Metadiscourse Markers in EFL Academic Writing." Theory and Practice in Language Studies 10, no. 10 (2020): 1315. http://dx.doi.org/10.17507/tpls.1010.20.
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This study aimed at exploring the gender differences in the usage of interactive metadiscourse markers in a sample of EFL academic essays written by male and female EFL majors joining the College of Languages and Translation, Al-Imam Mohammad bin Saud Islamic University. Further, it aimed at supporting the results with justifications in light of the cultural difference and discursive psychology approaches. To achieve this aim, thirty academic essays written by EFL male students and thirty essays written by EFL female students were analyzed based on the metadiscourse framework proposed by Hyland (2005). In order to achieve an acceptable degree of reliability, the essays were first analyzed electronically using a concordance software program. Then, all the interactive metadiscourse markers were examined qualitatively in context to determine their actual functions. The findings of the study indicated that there was a statistically significant difference between male and female students in using some interactive markers namely transitions, frame markers, and code glosses, in which the female students surpassed male students. The qualitative analysis, on the other hand, indicated that the student's psychological and cultural variations might be a source of gender differences regarding the employment of metadiscourse markers. The study also provided some implications for researchers, writing teachers, and textbook publishers in terms of enhancement of metadiscoursal proficiency in EFL writing classrooms.
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Wulandari, Mega Fitri. "Investigating interactive metadiscourse markers in research article discussions published in varied journal levels (local, national, and international)." Journal of Applied Studies in Language 8, no. 1 (2024): 32–40. http://dx.doi.org/10.31940/jasl.v8i1.32-40.
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Interactive metadiscourse markers in the discussion section of a journal play a crucial role in engaging the reader and facilitating a more dynamic interaction. In a discussion journal section, interactive metadiscourse markers may include phrases or expressions that invite the reader to consider alternative viewpoints, respond to the presented ideas, or reflect on the implications of the research findings. This research investigated interactive metadiscourse markers in research article discussion of language teaching within 30 articles published in local, national, and international journals. A mixed-methods approach was adopted and the instrument used in this research was a checklist designed to analyze interactive metadiscourse. The result of the inter-rater agreement of the co-rater and researcher indicated a kappa value of 90.2% (co-rater and researcher respectively) because it shows excellent agreement (above 80%). It shows that the highest frequency used of interactive metadiscourse category is transitions markers in the three-level journals. Evidential markers took the second position in frequency used followed by code glossed in third frequency. Endophoric markers and frame markers are less used by the writers in the article discussions. The research articles published in international reputable journals show the highest number of using interactive metadiscourse devices than the articles published in local and national journals.
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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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Alghazo, Sharif, Khulood Al-Anbar, Abdel Rahman Mitib Altakhaineh, and Marwan Jarrah. "Interactive metadiscourse in L1 and L2 English: Evidence from editorials." Topics in Linguistics 24, no. 1 (2023): 55–66. http://dx.doi.org/10.2478/topling-2023-0004.
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Abstract This study investigates the use of interactive metadiscourse markers in first language (L1) and second language (L2) English editorials. It also identifies how L1 and L2 editorials differ in the use of these markers. To this end, the study utilizes Hyland’s (2019) model of interactive metadiscourse to analyse – based on a descriptive approach – 80 editorials collected from two highly reputed newspapers: The Guardian and The Jordan Times, distributed evenly. The data were analysed both quantitatively, using SPSS tests to identify significant differences (if any) between the two sets of editorials, and qualitatively to enrich our understanding of the functions of interactive metadiscourse markers in editorials. The analysis revealed that there is no significant difference in the use of interactive metadiscourse markers between the two corpora. However, there is a slight variation in the use of individual interactive markers such as frame markers and evidentials. The findings are discussed in the light of theories of metadiscourse and previous literature. The study provides implications for L2 learning and teaching in terms of how interaction in written discourse is achieved in the L2.
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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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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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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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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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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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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.
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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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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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Baofang, Li, and Sarimah Shamsudin. "Exploring Interactive Metadiscourse of Chinese Science Postgraduates’ Academic English Writing." English Language Teaching 17, no. 10 (2024): 107. http://dx.doi.org/10.5539/elt.v17n10p107.
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The present study aims to explore the employment of interactive metadiscourse in Chinese science postgraduates’ academic thesis writing. Based on the interpersonal model of metadiscourse, this study analyzed the form, frequency and distribution of interactive metadiscourse, using thirty English abstracts of chemistry master’s theses selected from China National Knowledge Infrastructure during the period of 2021-2023 as corpus. The results showed that among all interactive metadiscourse, transition markers appeared most frequently and were distributed widely; endophoric markers and evidentials occurred less frequently and were distributed sparsely; the transition marker “and” and the code gloss “( )” were overused and frame markers were underused. Therefore, academic writing instructors should pay attention to cultivating students’ rhetorical awareness of using interactive metadiscourse in academic thesis writing to improve the organization of the abstract and make it more scientific. Through the above analysis, this research provides useful insights for academic writing in hard science, especially for improving the English academic writing skills of Chinese novice writers.
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Yu, Xiaoli. "Metadiscourse in MOOC Video Lectures: Comparison with University Lectures and Disciplinary Variation." Chinese Journal of Applied Linguistics 47, no. 2 (2024): 309–31. http://dx.doi.org/10.1515/cjal-2024-0208.
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Abstract Based on Hyland’s (2018) interpersonal model of metadiscourse, this study explores MOOC video lecturers’ use of metadiscourse and compares it to traditional university lecturers’. Disciplinary variation in metadiscourse in the MOOC video lectures has also been investigated. The MOOC corpus consists of sixteen MOOCs across three disciplinary areas, including Arts and Humanities, Engineering and Physical Sciences, and Social Sciences. The results suggest that despite slight differences, the most frequently appearing metadiscourse in the MOOC corpus resembles the patterns found in university lectures, which reveals the remarkable similarities in using metadiscourse between MOOCs and traditional face-to-face lectures. However, different instructional contexts and teacher-student relationships indeed contribute to the variance in the employment of metadiscourse. Overall, MOOC video lecturers employed more interactive metadiscourse but less interactional metadiscourse than university lecturers. Cross-disciplinarily, the use of metadiscourse in MOOC video lectures is considerably influenced by disciplinary features. MOOCs containing more discipline-specific content and requiring intensive cognitive effort tend to use more interactive metadiscourse and engagement markers; while for MOOCs that may include more perspectives than basic facts, boosters and attitude markers seem to be employed more frequently. Possible reasons and purposes of the differentiated use of metadiscourse across disciplines are discussed in detail.
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Wei, Jing, and Xi Xiong. "A Diachronic Study of Interaction in Chinese Academic Writing Through the Lens of Metadiscourse." Theory and Practice in Language Studies 13, no. 4 (2023): 984–93. http://dx.doi.org/10.17507/tpls.1304.20.
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Metadiscourse provides a framework for understanding interaction in discourse by examining the linguistic resources that the writers employ to organize their text and involve their readers. The studies in metadiscourse use in Chinese academic writing reveal that Chinese scholars maintain an impersonal style and adopt an authoritative stance. We investigated the changes in interaction in Chinese academic writing during the past 40 years by exploring metadiscourse use in 90 Chinese research articles from the top five Chinese academic journals in Applied Linguistics in 1980, 2000, and 2020. The analysis shows significant decreases in metadiscourse use during this period in both interactive and interactional features, and changes in linguistic choices of metadiscourse demonstrate a shift to guidance and persuasion with more logical arguments, objective evidence, and relevant literature, possibly suggesting that Chinese scholars now use metadiscourse mainly to clarify and inform, presenting knowledge as codified facts, privileged rather than negotiated or constructed. We also find that metadiscourse use significantly increased in 2000 before its decrease in 2020, unveiling Chinese scholars’ earlier efforts to guide and involve.
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Hyland, Ken, and Feng (Kevin) Jiang. "Text-organizing metadiscourse." Journal of Historical Pragmatics 21, no. 1 (2020): 137–64. http://dx.doi.org/10.1075/jhp.00039.hyl.
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Abstract Published academic writing often seems to be an unchanging form of discourse with its frozen informality remaining stable over time. Recent work has shown, however, that these texts are highly interactive and dialogic as writers anticipate and take into account readers’ likely objections, background knowledge, rhetorical expectations and processing needs. In this paper, we explore one aspect of these interactions and how it has changed over the past fifty years. Focusing on what has been called interactive metadiscourse (Hyland 2005; Hyland and Tse 2004), or the ways authors organise their material for particular readers, we analyze a corpus of 2.2 million words compiled from articles in the top journals in four disciplines to discover whether, and to what extent, interactive metadiscourse has changed in different disciplines since 1965. The results show a considerable increase in an orientation to the reader over this period, reflecting changes in both research and publication practices.
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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.
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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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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.
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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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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.
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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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Farahani, Mehrdad Vasheghani, and Reza Kazemian. "Speaker-Audience Interaction in Spoken Political Discourse : A Contrastive Parallel Corpus-Based Study of English-Persian Translation of Metadiscourse Features in TED Talks." Corpus Pragmatics 5, no. 2 (2021): 271–98. http://dx.doi.org/10.1007/s41701-021-00099-z.
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AbstractMetadiscourse features refer to those elements by which interaction between writer-reader and/or speaker-audience is constructed. Taking this into account, the objective of this contrastive parallel corpus-based study was to explore the way metadiscourse features were used and distributed in the English discourse and their translation in the Persian language as well as analyzing the speaker-audience interaction in translation. For this purpose, 30 different TED talks in politics were randomly selected to ensure the issues of corpus representativeness and balance. The corpus consisted of 21681 tokens in English and 21164 tokens in Persian. For classifying the metadiscourse features, the model introduced by Hyland (Metadiscourse: exploring interaction in writing. Continuum, London, 2005), whose model is classified into two main subcategories of interactive and interactional, was employed. The quantitative analysis showed that overall the number of interactional metadiscourse features was used more than that of the interactive ones in both corpora. Moreover, the results of the Chi-square test revealed that there was statistically no significant difference between the distributional pattern of metadiscourse features in English corpus and their Persian translation. The qualitative analysis revealed that there were four kinds of changes in translation as (im) explicit change, (dis)information change, (in) visibility change, and (de)emphasis change. Besides, the quantitative and qualitative analysis of the corpus revealed that the interaction between the speakers of the TED talks and the audience did not change when metadiscourse features translated from English into Persian. The results of this research can be found useful for researchers in contrastive analysis, translation studies, and corpus-based translation studies.
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Banaruee, Hassan, Amir Mohammadian, and Esmail Zare-Behtash. "Metadiscourse Markers in Pure Mathematics Textbooks." Global Journal of Educational Studies 3, no. 2 (2017): 62. http://dx.doi.org/10.5296/gjes.v3i2.11796.
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The aim of this study was to investigate the use of metadiscourse markers in Mathematics textbooks. To achieve this objective, four chapters of A First Course in Abstract Algebra were selected for data collection. The results showed that interactive markers were more frequent than interactional markers. Among interactive markers, transitions were the most frequent. Logical, proof-based relationship among sentences in Mathematics textbooks is suggested to be the main reason behind the high frequency of transition markers. Endophorics and engagement markers existed in high frequency. Wide use of graphs, figures, charts, and tables are one of the main reasons for the presence of endophorics in Mathematics textbooks. Finally, low frequency of self-mentions and evidentials is another characteristic of Mathematics textbooks that distinguishes them from research articles. The study provides material developers effective implications to apply the metadiscoursal aspects of English in textbooks.
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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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Agustinos, Putri, Safnil Arsyad, and Syahrial . "METADISCOURSE MARKERS IN THE UNDERGRADUATE THESIS INTRODUCTION WRITTEN BY ENGLISH DEPARTMENT STUDENTS IN UNIVERSITY OF BENGKULU." Journal of English Education and Teaching 2, no. 3 (2019): 50–61. http://dx.doi.org/10.33369/jeet.2.3.50-61.
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This research is aimed to find metadiscourse form and metadiscourse category which are dominantly used in the undergraduate thesis introduction written by English Department students of Bengkulu University. The documentation technique and checklist are used in this research. Fifteen undergraduate thesis introductions by English Department students were analyzed by using mix method quantitative and qualitative, along with descriptive approach. From the result it was found that English Department students dominantly used interactive metadiscourse markers category and transition metadiscourse markers form in their writing. However, English Department students used of metadiscourse markers were still limited to the use of and, or, also but metadiscourse markers.
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Kamaruddin, Siti Faridah, and Naginder Kaur. "An Analysis of Interactive Metadiscourse Markers in Expository Writing by Malaysian ESL Undergraduates." International Journal of Research and Innovation in Social Science IX, no. VI (2025): 1990–2004. https://doi.org/10.47772/ijriss.2025.906000154.
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Studies on metadiscourse have been conducted extensively across different genres, namely, research articles, research theses, and argumentative writing. Due to differences in genres and levels of education (undergraduate/postgraduate), there has been inconsistency in results, although most studies have adopted a common framework, which is the Interpersonal Metadiscourse model. Among these genres, research on using metadiscourse resources in expository writing needs to be further investigated, especially in the Malaysian context. Hence, this study aimed to uncover the interactive metadiscourse features used in expository essays written by English as a Second Language (ESL) students from a public university in Malaysia. The primary objective is to identify the differences in the use of interactive metadiscourse markers concerning clarity and conciseness based on Hyland’s model of metadiscourse. A corpus of 206 expository essays comprising 83,445 words produced by the students was developed and analysed through quantitative and qualitative research. In order to achieve an acceptable degree of reliability, the essays were first analysed electronically using software called Text Inspector. Then, all the metadiscourse markers were examined qualitatively in context to determine their actual functions. Results revealed that the high use of interactive markers corresponds to the nature of expository essays, which is to explain, describe, or inform the reader about a particular topic or subject. The students in this study also understand that expository essays should be written neutrally, focusing on presenting facts, explaining concepts, and clearly understanding the topic. This study concluded that interactive markers are essential for inclusion in expository writing, especially in a language proficiency course, to ensure factual and critical thinking writers can be nurtured. The findings of this study may render some pedagogical implications in the ESL context, especially in writing expository essays among undergraduates.
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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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Yudhiantara, Rully Agung, Eri Kurniawan, and Mohamad Zaka Al Farisi. "A METADISCOURSE ANALYSIS OF RESEARCH ARTICLE ABSTRACTS ACROSS ENGLISH, INDONESIAN, AND ARABIC AUTHORED BY INDONESIAN ISLAMIC HIGHER EDUCATION SCHOLARS." Jurnal Pendidikan Islam 10, no. 2 (2024): 260–79. https://doi.org/10.15575/jpi.v10i2.39165.
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This study examines the use of metadiscourse in English, Indonesian, and Arabic research article abstracts from the Studia Islamika journal, published between 2014 and 2023. Focusing on enhancing cross-cultural academic communication, the research analyzes how authors affiliated with Islamic higher education institutions employ metadiscourse to engage readers and position their work within the scholarly field. Using Hyland's (2005) metadiscourse framework, the study identifies distinct patterns in the distribution and realization of interactive and interactional metadiscourse elements across the three languages. Transitions are the most frequently employed interactive feature, with a stronger reliance on frame markers in Indonesian and Arabic abstracts. However, the absence of self-mentions and engagement markers across all three languages suggests a shared preference for a formal academic tone. These findings provide valuable insights into metadiscourse practices in Islamic studies abstracts, offering guidance for scholars in preparing manuscripts for publication. Additionally, this research underscores the importance of focusing on metadiscourse in academic writing within language education departments at Islamic higher education institutions, enhancing scholars’ writing skills and promoting awareness of cultural and linguistic nuances when addressing a global audience.
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Khedri, Mohsen, and Elham Basirat. "Interactive metadiscourse in dentistry research articles: Iranian vs non-Iranian academic writers." Discourse and Interaction 15, no. 2 (2022): 77–100. http://dx.doi.org/10.5817/di2022-2-77.
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Linguistically, interactive metadiscourse devices are responsible for creating an unfolding and persuasive piece of writing. They help writers come up with a cohesive and reader-friendly text and highlight how they control the interactive meaning. This corpus-driven study is an attempt to explore the use of interactive metadiscourse markers in English dentistry research articles published in International ISI-indexed and Iranian local research-based journals. The aim was to see if interactive resources, as realized by rhetorical options, such as transitions, code glosses, endophoric markers, evidentials, and frame markers, are predisposed to discipline-specific rhetorical conventions. To this end, fourty dentistry research articles were analyzed using Hyland’s (2005) Interpersonal Model of Metadiscourse. The results disclosed similarities and differences in both the frequency and use of interactive resources between the two sets of research articles. The present results are expected to extend our understanding of authorial preferences for the use of metadiscourse markers in tandem with discourse functions in research articles in the selected discipline. The results of such studies may also improve different features of language pedagogy, such as teaching and learning academic writing, namely research articles.
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Nugrahani, Veronica Esti, and Barli Bram. "Metadiscourse Markers in Scientific Journal Articles." Langkawi: Journal of The Association for Arabic and English 6, no. 1 (2020): 1. http://dx.doi.org/10.31332/lkw.v6i1.1528.
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This paper aimed to investigate the use of metadiscourse markers in scientific journal articles. Data of this qualitative research consisted of metadiscourse markers collected from eight journal articles of a special edition published by LLT Journal: A Journal on Language and Language Teaching. The collected metadiscourse markers used in the journal articles were analyzed using discourse analysis based on ten metadiscourse marker categories. Results showed that the analysed journal articles contained 708 metadiscourse markers, with more interactive metadiscourse markers, reaching 529 occurrences, than interactional metadiscourse markers, occurring 179 times. Transitions, such as “but” and “thus”, with 249 occurrences, were the most frequently-used metadiscourse marker and boosters, such as “in fact” and “definitely”, with 24 occurrences, were the least productive marker. Thus, readers can gain a better understanding of the use of metadiscourse markers when using English. It is expected that English language learners and instructors can benefit from the results of this study, particularly concerning the use of metadiscourse markers in academic writing.
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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.
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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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Kustyasari, Dian, Yazid Basthomi, and Mirjam Anugerahwati. "Interactive and interactional metadiscourse markers in research articles of Indonesian expert writers." JEES (Journal of English Educators Society) 6, no. 1 (2021): 90–95. http://dx.doi.org/10.21070/jees.v6i1.1082.
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Academic writing articles serve as the medium of communication among scholars to share knowledge and new inquiries and are made in such a way that the idea they deliver is both understandable and accepted. One essential action to accomplish this is by employing metadiscourse markers. Metadiscourse is viewed as an essential element of credible written texts created by students of ESL and native speakers, by which the intelligibility of communication in research articles can be accomplished through suitable discipline conscience, norms, and belief to track the writers’ pathway to academic promotions. Therefore, employing descriptive qualitative approach, this study aims at investigating the utilization of interpersonal metadiscourse markers and their functions in academic writing. Analysing discussion section of research articles written by Indonesian expert writers, the results show that the metadiscourse markers in the articles are found to be similar to the commonly used markers among academic community, including interactive and interactional markers. Moreover, the employment of markers in the articles reveal the functions of them to indicate relation between sentences, involvement of readers, existence of example, limitation of commitment to propositions, emphasis on general practice and certainty, and reference to the writer.
 HIGHLGHTS:
 
 The appropriate utilization of interactive and interactional metadiscourse markers in research articles indicates the international norm of academic writing. 
 The Indonesian expert writer articles fulfill the intelligibility of communication in international research articles. 
 The writing course in the universities needs to emphasize the essential functions of metadiscourse markers.
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Кані, Ірена. "EXPLORING METADISCOURSE IN ALBANIAN DOCTORAL DISSERTATION ABSTRACTS USING HYLAND TAXONOMY." Advanced Linguistics, no. 15 (June 27, 2025): 4–20. https://doi.org/10.20535/.2025.15.321800.
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Metadiscourse elements construct the relationship between the writer and reader. The current research paper is a comparative, corpus-based examination of the usage, types, and distribution of interactive and interactional metadiscourse features in Albanian dissertation abstracts. This study utilized Hyland's theoretical framework. Fifty dissertation articles from the fields of Natural Sciences and Philological Sciences were randomly selected for analysis using the Lancs Box X software. The findings demonstrate that writers employed interactive metadiscourse features more extensively than interactional ones. Within the interactive category, transitions and frame markers were the most prevalent, while for interactional features, hedging and self-mentions were used most frequently by the writers. The results of this research can offer useful insights for contrastive analysis, corpus linguistics, and text analysis.
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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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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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Pasaribu, Arsen Nahum, Tiara K. Pasaribu, Erika Sinambela, and Vitri Rosalina Manullang. "INTERACTIVE METADISCOURSE MARKERS IN INDONESIAN EFL STUDENTS’ ACADEMIC WRITING." English Review: Journal of English Education 10, no. 3 (2022): 883–90. http://dx.doi.org/10.25134/erjee.v10i3.6817.
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The research on metadiscourse markers investigation in academic texts has grown very rapidly in the last decade. However, research on interactive metadiscourse markers on EFL students' academic writing is still relatively underexplored. Therefore, this study aims to reveal how the competence of EFL students in the use of interactive metadiscourse in academic writing by comparing two groups of students with different grades, third-semester students and fifth-semester students. The research design is a combination of quantitative and qualitative methods. A total of 40 students were participating in this research and divided into two groups. Each group consists of 20 students. They were assigned to write a minimum-250-word essay about the importance of English mastery in the disrupted era of 4.0. Around 818 interactive markers were identified in the student’s essay texts. The results reveal that the use of interactive discourse markers in the students' writing was considered still low in quantity. The transition markers were the most dominant found in the text, followed by frame markers, code gloss, endophoric markers, and evidential respectively. Moreover, the students in the fifth semester perform slightly better than their third-semester counterparts at using the interactive metadiscourse markers. However, most of the students in both groups still encountered difficulties to employ the interactive markers in their writing. The lack of practice and the student's native language practice might have contributed to the low quality of the student's writing.
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Farahani, Mehrdad Vasheghani. "Dynamicity of interaction in academic discourse: Evidence from a corpus-based study." Forum for Linguistic Studies 5, no. 3 (2023): 1895. http://dx.doi.org/10.59400/fls.v5i3.1895.
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Metadiscourse features are the rhetorical devices that serve to maintain the writer-reader and speaker-audience interaction. The way metadiscourse features are utilized in spoken and written modes may differ given the nature of these two modes of communication. For this reason, the present study set to unpack the distributional pattern of metadiscourse features as well as investigate the construction and maintenance of writer-reader and speaker-audience interaction in academic written and spoken English. To achieve this goal, two corpora of The British Academic Written English Corpus and British Academic Spoken English Corpus were utilized as the data gathering resources. To categorize the metadiscourse features, Hyland’s taxonomy was selected. The quantitative analysis of the data showcased that the written corpus was more interactive oriented despite the fact that the spoken corpus showed a propensity towards the interactional category of metadiscourse features. On the other hand, the analysis of the concordance lines illustrated that academic conventions differed significantly in spoken and written academic English which resulted in a dynamic interaction between writer-reader as well as speaker-audience. The results of the study at hand may have implications in such lines of research as corpus linguistics, contrastive analysis and genre studies.
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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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Mahmood, Rashid, Ghadia Javaid, and Asim Mahmood. "Analysis of Metadiscourse Features in Argumentative Writing by Pakistani Undergraduate Students." International Journal of English Linguistics 7, no. 6 (2017): 78. http://dx.doi.org/10.5539/ijel.v7n6p78.
Full textAbstract:
Metadiscourse involves the interaction between the reader and the writer of the text in the overall process of communication. Metadiscourse not only guides the reader to understand the primary message of the text through structure and content, but also it intimates the reader with the particular slants and perspectives in the primary discourse. The students have to master the use of Metadiscourse in their writings. The purpose of this study is to examine the distribution and frequency of Metadiscourse features used by Pakistani undergraduate students in their argumentative essays and to analyze roles played by these particular features. Moreover, the research explores the extent of appropriateness and inappropriateness in this particular text as well. Hyland’s Interpersonal model of Metadiscourse (2005) was adapted to conduct the present study. AntConc 3.4.4 software is used for corpus analysis of the text. Findings show that Pakistani undergraduate students are more comfortable with using Interactional Metadiscourse 61% rather than Interactive dimension 39%. It has been observed that undergraduate students used high score of self-mentions 37% and engagement markers 37%. Endophoric markers were not used by these students 0%. Findings have considerable importance, as they assist the learners to figure out the problems of the students regarding the use of Metadiscourse. Trainings should be given to the students to use these features appropriately.
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Ekawati, Rosyida, Arif Izzak, and Desi Puspitasari. "A Linguistic Study of Metadiscourse Markers in Local Government Regulation for Tourism Development." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 8, no. 1 (2024): 24. http://dx.doi.org/10.26858/eralingua.v8i1.57384.
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Abstract. Study on metadiscourse covers various genres of texts, both academic and non-academic texts. This study concerns the genre of regulation that is still rarely studied. It aims to explain the types and functions of metadiscourse in local government regulation. By using descriptive qualitative design, it studied the local government regulation for Sumenep tourism development in particular for the front matter and the section of the core content of the regulation, excluding part of the explanation or attachment. Data in the form of clauses and sentences used which contain metadiscourse markers. Results of the study have shown that there are transitions, endophoric markers, and evidentials of interactive metadiscourse. There are no frame markers and code glosses. Endophoric markers are the most frequently used functions to refer to information from the text previously stated, evidentials that refer to information from other texts are mainly used to refer to other forms of the constitution, laws, ministerial regulation, and other government regulations as the basis of regulation drafting, and the least is transitions that functions to relate between main clause to be coherent and easily understood as a whole text. Meanwhile, all categories of interactional metadiscourse markers are not found in this genre of regulation. The use of metadiscourse markers can assist in engaging the reader by signaling the writer's attitude, position, or assessment of the presented information. This can render the text more interactive and persuasive.Keywords: metadiscourse, regulation, tourism, Sumenep, Madura
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Li, Mimi, John Gibbons, and Quang Nam Pham. "Examining Visual Metadiscourse in EFL Students’ Infographics." CALICO Journal 40, no. 3 (2023): 289–312. http://dx.doi.org/10.1558/cj.24502.
Full textAbstract:
As multimodal texts become ubiquitous in the digital age, analyzing how writers interact with readers via visuals is becoming increasingly important. Enlightened by Kress and van Leeuwen’s (1996, 2001) semiotic work, D’Angelo (2010) extended Hyland’s (2000) text-based metadiscourse model and proposed a new framework for analyzing the visual metadiscourse of multimodal texts. We used D’Angelo’s (2016) visual metadiscourse framework to evaluate the comprehensibility and organization of the EFL students’ infographics in this study. Two research questions guided our inquiry: (1) How do EFL students use diverse visual metadiscourse resources in their infographic posters? (2) In what ways, if any, does the use of visual interactive resources relate to the assessed quality of the infographics? We collected a total of 122 infographic posters and coded 5 categories of interactive resources for each poster (i.e., information value, framing, connective elements, graphic elements, and fonts), and then carried out frequency counts for each category and subcategories, taking all the posters into account. Moreover, we graded the EFL students’ infographics according to a multi-traits grading rubric, and then conducted multiple regression analyses of their use of visual interactive resources and the scores for their infographics in the aspect of visual effects. The results show that the students used diverse visual interactive resources to guide their audience through the text. The assessed quality of the infographics was found to be significantly correlated with the use of graphic elements and fonts. This study sheds new light on digital multimodal pedagogy, particularly on the role of visual metadiscourse in teaching and assessing multimodal texts in language/writing classrooms.
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Amnuai, Wirada, Warantorn Wimuttisuksuntorn, and Tatttape Wuttikanokkarn. "Rhetorical Moves and Metadiscourse in English Abstracts of Research Articles and Masters’ Theses." Journal of English Language and Linguistics 4, no. 2 (2023): 29–46. http://dx.doi.org/10.62819/jel.2023.61.
Full textAbstract:
Rhetorical communication and metadiscoursal devices are important in understanding the rhetorical negotiations involved in academic texts. Research studies comparing these two phases of the analysis of English abstracts of research articles and Masters’ theses written by non-native English writers are limited. Three corpora of abstracts in the field of business were analyzed for their rhetorical moves by using Hyland’s (2000) model and metadiscourse markers in the moves by using Hyland’s (2005) metadiscourse taxonomy. Some striking similarities and differences were found among the three sets of data. Purpose, Method, and Product moves were found with different degrees of occurrences, while the Introduction and Conclusion moves occurred infrequently. The employment of interactive devices outnumbered the interactional devices. Transitions and self-mention were the most frequent markers in the international corpus, while frame markers and attitude markers were found extensively in the two Thai-based corpora. The findings of the analysis of the two related genres shed light on the genre variations which were derived from genre-specific features. This can be ascribed to the dynamic nature of research articles as a professional genre and theses as an educational genre. Additionally, the study provides inexperienced non-native writers with a deeper understanding of the rhetorical structure and metadiscourse devices realized in research articles and theses.
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MOHAMAD, Nor Atifah, Ameiruel Azwan Ab AZIZ, Nazarul Azali RAZALI, Amirah Mohd JUNED, and Normah ABDULLAH. "METADISCOURSE IN THE DIGITAL ACADEMIC POSTER: EXAMINING THE TEXTUAL AND VISUAL METADISCOURSE IN THE CONSTRUCTION OF PERSUASION." Issues in Language Studies 13, no. 1 (2024): 284–303. http://dx.doi.org/10.33736/ils.5739.2024.
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The demand for 21st-century skills has transformed the education landscape, altering how we teach, learn, and assess, integrating digital platforms into these processes. This study analyses the use of metadiscourse devices in digital academic posters, with the primary objective of identifying both textual and visual metadiscourse devices employed in academic posters to construct persuasive messages. A corpus of 10 academic posters was extracted from virtual academic presentations by diploma students and analysed with a mixed-method research approach. Metadiscourse elements were analysed quantitatively to investigate the presence of visual metadiscourse. Drawing from Hyland's (2006) model of metadiscourse and Kumpf's (2000) visual metadiscourse, this study compared the use of these two distinct elements in academic posters and their combined effect on persuasion. The results revealed that interactive resources were more frequently used than interactional resources. Additionally, students frequently employed visual metadiscourse to enhance persuasiveness, albeit at varying levels of frequency and effectiveness. This study highlights the importance of incorporating both textual and visual metadiscourse knowledge into academic curricula for effective organisation, engagement, and persuasion of readers.
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Kashiha, Hadi. "On persuasive strategies: Metadiscourse practices in political speeches." Discourse and Interaction 15, no. 1 (2022): 77–100. http://dx.doi.org/10.5817/di2022-1-77.
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This study attempted to investigate the persuasive meaning of metadiscourse markers in political speeches to see to what extent and how persuasive discourse is constructed in this genre through metadiscourse practices. To this aim, twenty-six political speeches given by Barack Obama, a former president of the United States, were analyzed using a discourse analytic approach and following Hyland’s (2005ab) interpersonal models of metadiscourse to identify the frequency and persuasive function of interactive and interactional devices used. The findings indicated that the persuasive meaning conveyed by metadiscourse was for the most part context-dependent, which sometimes required the speaker to rely on a combination of devices to organize his discourse, persuade audiences, attract their attention and engage them in arguments. Furthermore, interactional devices were more frequently used than interactive ones, reflecting that engaging audiences in arguments and showing one’s attitude and evaluation towards propositions were more likely to contribute to constructing a persuasive political speech. Findings can be discussed in terms of raising the awareness of second language speakers toward the linguistic and pragmatic conventions of political discourse and how persuasive discourse is constructed through metadiscourse markers.
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Binmahboob, Thamer. "The Use of Metadiscourse by Saudi and British Authors: A Focus on Applied Linguistics Discipline." English Language Teaching 15, no. 2 (2022): 78. http://dx.doi.org/10.5539/elt.v15n2p78.
Full textAbstract:
This study investigated the use of metadiscourse tools by Saudi and British authors in Applied Linguistics discipline. In particular, the study tried to identify the kinds of metadiscourse markers used by Saudi and English authors in ALRAs and to determine the most and least frequent metadiscourse makers. In order to achieve these goals, (10) ALRAs written by Saudi authors and (10) ALRAs written by British authors served as the corpus of the study. The research articles were selected from well-known journals and published between 2010 &ndash; 2018. Hyland&#39;s (2005) model was used to find out the distribution of metadiscourse markers in each type of corpora. The findings showed interactive metadiscourse markers are used more than the interactional metadiscourse markers. Compared with the British authors, the Saudi authors were found to use metadiscourse markers more than the British authors. The Saudi authors employed all metadiscourse sub-categories more frequently than the British authors except frame markers, evidentials, endophoric markers, and self-mentions. In addition, it was found that transitions were the highly frequent metadiscourse markers in the whole corpora, followed by hedges, evidentials, boosters, and attitude markers, respectively. On the other hand, engagement markers were the least frequent metadiscourse markers in the whole corpora.&nbsp;
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Sun, Yue. "The Use of Interactive Metadiscourse in Research Articles: A Corpus-Based Case Study of Astronautics." International Journal of Languages, Literature and Linguistics 10, no. 3 (2024): 310–13. http://dx.doi.org/10.18178/ijlll.2024.10.3.532.
Full textAbstract:
Based on Hyland’s interpersonal model of interactive metadiscourse, this study adopts astronautics as a research case to investigate the textual features of research articles, aiming to investigate the use of metadiscourse in research articles and assist academic writing for students who major in astronautics. A corpus consisting of 43 research articles published in Journal of Guidance, Control and Dynamics (JGCD) in 2020 and 2021 was built. AntConc 3.5.9 was utilized for searching and counting the standardized frequency results, so as to identify the most frequently used expressions. Results show that transition markers are most frequently used (35.72 per 1,000-word tokens), accounting for 65.62% of the total amount of interactive metadiscourse. The frequency of evidentials is the lowest, i.e., 0.26 per 1,000-word tokens, accounting for 0.48%. These indicate that transition markers play an important role in research articles in astronautics owing to the high requirement of logical expression. The low frequency of evidentials reflects low-level of dependency from others’ opinions, focusing on own experiments and argumentations. The relatively high frequencies of frame markers and endophoric markers confirm that straightforward logic and clear structure together with transparent figures are preferred in research articles in astronautics.
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Fauzanna, Wulan, Chow Ung T'Chiang, and Azirah Hashim. "Professional competence of ASEAN accountants at conference presentations." Indonesian Journal of Applied Linguistics 14, no. 2 (2024): 332–48. https://doi.org/10.17509/ijal.v14i2.74900.
Full textAbstract:
The ASEAN Federation of Accountants (AFA) organizes the Continuing Professional Development (CPD) programs to enhance the professional competence of ASEAN accountants. One of the CPD programs is the conference presentation (CP). The conference is the way the AFA shares its new frameworks and policies. Consequently, this language-based professional practice and competence has become an important need. In the presentation, this language-based professional competence is an important need. However, it received limited attention from an Applied Linguistics perspective. To study the professional practice and professional competence of the accountants in the AFA CP, the research used Genre Analysis to analyze the moves and Metadiscourse analysis to analyze specific markers used in the presentations. The software Wordsmith 8.0 (Scott, 2020) is applied for concordance analysis. Thirteen conference presentations given by accountants from the ASEAN region were collected from an AFA conference conducted in Indonesia. The presentations were recorded and transcribed with the software Wreally.com (Wreally, 2019). The text was analyzed based on Seliman and Dubois's (2002) move structure and Hyland’s (2005, 2019) interpersonal metadiscourse markers. The findings revealed the tendency to use more interactional resources than interactive resources to connect information and assist the audience in understanding the problem-solution-modeled presentations. The popular interactional resources are Self-mention, Engagement markers, and Hedges while the interactive resources are Transition markers. This study found that the discipline, the problem-solution convention, the presenter-audience interaction, and the preferred usage of certain markers determined the use of metadiscourse markers for the AFA CP. It helps accountants understand the importance and need of using moves and metadiscourses in developing their professional competence. The study contributes to the literature in English for Specific Purposes (ESP) and serves as a guide in presenting effectively at conferences and developing purposeful CPD training. This research can also be replicated in studies on professional competence of other professions and professional training programs.
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Veronico, Nogales Tarrayo. "Exploring Interactions in L2 Blogging: Metadiscourse in Philippine Investigative Journalism Blogs." International Journal of English Language and Translation Studies 02, no. 03 (2014): 35–53. https://doi.org/10.5281/zenodo.15951.
Full textAbstract:
Although metadiscourse has been examined in different genres, such as academic papers, newspaper editorials, school textbooks, and the like, still relatively little attention has been given to the discourse of cyber-genres, particularly blogs or weblogs. Using Hyland’s (2005) model, this paper examined the interactive and the interactional metadiscourse in Philippine investigative journalism blogs where English is used as a second language or L2. The corpus analyzed was taken from 20 investigative journalism blogs published in http://pcij.org/blog/, the official website of the Philippine Center for Investigative Journalism (PCIJ) blogs. Based on the findings of the study, it can be inferred that there is much evidence in the use of metadiscourse in Philippine investigative journalism blogs; thus, the use of metadiscourse as an appropriate linguistic resource is supplemental and essential. The data revealed that the investigative journalism blogs have a higher frequency of use of interactive resources, allowing writers to organize and structure their propositions so that the text becomes more coherent to the readers. Among the five categories of interactive resources, the use of evidentials has the highest frequency. As regards the use of interactional resources, hedges are the most frequent. The findings of the study likewise provide pedagogical implications for ESL writing.