Academic literature on the topic 'Metadiscourse markers'
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Journal articles on the topic "Metadiscourse markers"
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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 (June 25, 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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Pandey, Gopal Prasad. "Meta discourse Use in Thesis Abstracts: A Case of M.Ed. English Majors." Nepal Journal of Multidisciplinary Research 3, no. 2 (November 23, 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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Farhadi, Sima, Nader Asadi Aidinloo, and Zahra Talebi. "The Writing Performance of Iranian EFL Learners in the Light of Metadiscourse Awareness." Journal of Language Teaching and Research 7, no. 5 (September 1, 2016): 923. http://dx.doi.org/10.17507/jltr.0705.12.
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In the framework of language teaching, the writing skill requires to be encouraged during the language learners’ course of study. Since metadiscourse markers help transform a tortuous piece of text into a coherent and reader-friendly one, knowledge about the metadiscourse, amongst other things, is used to improve writing skill. The current study aimed to investigate the influence of instruction of metadiscourse markers on intermediate EFL learners’ writing performance by using metadiscoursal taxonomies proposed by Hyland (2005). For this purpose, a pet test was administrated to 60 intermediate students in Iran Language Institute in Urmia. Having being homogenized by Preliminary English Test (PET), they were assigned randomly into two groups. Both the control and the experimental group sat for a pretest of writing test in the form of a cloze test which aimed to measure the learners’ initial knowledge of writing performance. The experimental group was exposed to explicit instruction of metadiscourse markers for seven successive sessions. On the other hand, the control group didn’t receive any instruction. Eventually, a post test designed to evaluate their writing ability with the focus of metadiscourse markers was administered to both groups. The findings implied generally that the implementation of metadiscourse markers (via instruction) significantly improves EFL learners’ writing ability.
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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 (December 25, 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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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 (March 1, 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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Moghadam, Farzane Deliery. "Persuasion in Journalism: A Study of Metadiscourse in Texts by Native Speakers of English and Iranian EFL Writers." Theory and Practice in Language Studies 7, no. 6 (June 1, 2017): 483. http://dx.doi.org/10.17507/tpls.0706.11.
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Metadiscourse is a set of linguistic devices used to communicate attitudes and mark the structural properties of a text. This study explored the frequency of occurrence of metadiscourse devices, and the role they play in the construction of persuasion in opinion articles written by English native speakers and Iranian EFL (English as a Foreign Language) writers. A corpus of 60 opinion articles, 30 by American writers and 30 by Iranian EFL authors, was collected and examined using Hyland’s (2005) model of metadiscours. The articles were taken from newspapers and news websites in October 2014 and were published in the period from May, 2013 to October, 2014. A quantitative analysis was conducted to determine the frequency of occurrence of metadiscourse devices. The non-parametrical Mann-Whitney U test was used to see if the frequency counts in the two corpora differ statistically. Findings suggested that metadiscourse devices were present in the both groups; however, there were variations as to the number of code glosses, hedges, self-mentions and engagement markers. Genre-driven conventions, culture-driven tendencies and Iranian columnists’ extend of English command were the factors affecting the choice and frequency of 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 (January 30, 2022): 78. http://dx.doi.org/10.5539/elt.v15n2p78.
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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 – 2018. Hyland'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.
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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 (October 1, 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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Banaruee, Hassan, Amir Mohammadian, and Esmail Zare-Behtash. "Metadiscourse Markers in Pure Mathematics Textbooks." Global Journal of Educational Studies 3, no. 2 (September 25, 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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Azijah, Desma Putri, and Ingatan Gulö. "INTERPERSONAL METADISCOURSE MARKERS IN JACINDA ARDERN SPEECH AT CHRISTCHURCH MEMORIAL." Linguistics and Literature Journal 1, no. 2 (December 28, 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.
Dissertations / Theses on the topic "Metadiscourse markers"
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Harwood, Nigel. "Person markers & interpersonal metadiscourse in academic writing : a multidisciplinary corpus-based study of expert & student texts." Thesis, University of Kent, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405524.
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BROGGINI, SUSANNA. "EMI (ENGLISH-MEDIUM INSTRUCTIONS) NEL CONTESTO UNIVERSITARIO ITALIANO." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/18477.
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Questa tesi riflette l’attuale interesse per il dibattito educativo sul ruolo e sull’uso dell’inglese come lingua veicolare in ambiente accademico.
I programmi che utilizzano l’inglese come Medium of Instruction (EMI) sono al centro dell’attenzione di questo studio, che si compone di una parte quantitativa e una parte qualitativa. Attraverso un’analisi aggiornata dei dati raccolti da Costa e Coleman nel 2012, la prima parte descrive i risultati di un questionario spedito a tutte le università italiane; la parte qualitativa descrive l’utilizzo dei marcatori metadiscorsivi impiegati da quattro docenti dell’Università Cattolica di Milano. A tale scopo, è stata adottata una versione semplificata del modello di Ädel (2003), proposto da Nobles (2010), e applicato in questa sede al discorso accademico orale.
L’aumento del numero di corsi di EMI in Italia registrato da Costa e Coleman nel 2012 è rimasto stabile. Il confronto tra l’uso di marcatori metadiscorsivi personali e impersonali mostra un maggior utilizzo dei primi, in particolare del pronome personale “we”. Infine, lo studio vuole fornire dati e riflessioni a docenti, istituzioni universitarie e legislatori, utili anche alla progettazione di corsi di formazione per insegnanti.This thesis reflects the shared current interest in the ongoing educational debate on the role and use of English as a medium of instruction in academic settings. English as a Medium of Instruction (EMI) programs are the main focus of this study which includes a quantitative and a qualitative part. Through an up-to-date analysis of the data on EMI courses in Italy collected by Costa and Coleman in 2012, the first part shows the results of a questionnaire that was sent to all Italian universities; the qualitative part describes the use of metadiscourse markers by four Italian lecturers at the Università Cattolica of Milan. The simplified and restricted classification model of metadiscourse markers proposed by Nobles (2010), adapted from Ädel (2003), was here applied to the academic spoken discourse. The increase in the number of EMI courses in Italy registered by Costa and Coleman in 2012 has remained stable. The comparison of the use of personal and impersonal metadiscourse shows that personal metadiscourse tokens surpass the impersonal counterpart, with the pronoun “we” as the most frequent self-mention marker in the corpus. Finally, the present study can be of great interest both for lecturers and university policymakers or teacher-training designers.
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Lindqvist, Helena. "Marcadores metadiscursivos, fluidez y participación conversacional en español L2 : La evolución de la competencia comunicativa durante la estancia en una comunidad de la lengua meta." Doctoral thesis, Stockholms universitet, Romanska och klassiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145137.
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This study investigates the acquisition and use of metadiscourse markers in learners/users of L2 Spanish and the role these markers play in the development of fluency and conversational participation during a five-month stay in Spain as exchange students of business administration. The study has been conducted in three steps. The first part focuses on the theory and categorization of metadiscourse markers, followed by an analysis of the use and development of these markers in learners of L2 Spanish. The second part deals with the categorization and operationalization of aspects of fluency and conversational participation that can be associated with the use of metadiscourse markers; followed by an analysis of these aspects in the performance of the learners. The third part of the study is a summary of the results obtained and a discussion of the relationship between the use of metadiscourse markers and the development of fluency and conversational participation. The data underlying the current study consists of a selection of 17 recorded conversations between learners of L2 Spanish and native speakers of Spanish taken from the AKSAM database. The conversations belong in two activity types: discussions and simulated negotiations. The selected sample has a duration of approx. 10 hours and comprises 87 683 words. The study focuses on nine learners who have been recorded at the beginning and at the end of their five month study-abroad stay. Results show that frequency of use of metadiscourse markers has increased considerably at the end of the stay in the majority of the learners under study. A qualitative development can also be found, through which the metadiscourse markers that characterize the learners’ L1 and/or interlanguage have been substituted by more target-like expressions. Furthermore, both their fluency and level of conversational participation have generally increased. Within this development, however, a notable individual variation can be found. The learners who show the strongest development as regards fluency and conversational participation are also found to exhibit the most salient development of metadiscourse markers. Since disfluency is reduced to a lesser degree in those participants who also exhibit a less developed use of metadiscourse markers, it is argued that the development of metadiscourse markers in the L2 learner runs parallel to the development of discourse skills, but also that acquiring an adequate use of metadiscourse markers helps developing these skills.
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Carvalho, EdnÃsia Pinto de. "hedges in research articles: a contrative studie based in corpora." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6779.
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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgicoThis thesis investigates, from a rhetoric-contrastive perspective, the uses and functions of rhetoric mitigation metadiscursive marks (here hedging devices) in research articles produced by Brazilian and German authors and understood as specialized texts (HOFFMANN, 1998), inserted in the expert-expert communicative context (PEARSON, 1998). To achieve this goal, the present study aims at answering the following questions: (a) how often are hedging strategies employed in the introduction and conclusion sections? (b) what is the relationship between the number of hedges in each subcorpus and the rhetorical characteristics of each analyzed section? (c) how often do the lexico-grammatical items performing the role of hedges appear in each subcorpus? The starting point for the investigation was the assumption that texts belonging to the same genre but written in different languages present striking rhetorical distinctions. Such differences in academic writing can be described by the use of hedges as discourse-pragmatic elements which characterize the "modus dicendi" of a given knowledge area; in the present case, Medicine. A corpus of 120 research articles from national and international medical journals was built, including texts written in German and Portuguese; the articles were collected from the CAPES periodics website. This corpus consists of 60 Medicine articles written in Portuguese and 60 articles written in German, divided into two subcorpora, namely, Corpus 1: Medicine-German and Corpus 2 : Medicine-Portuguese. The former is made of two subcorpora, (i) German Medicine Introduction (MAI) and (ii) German Medicine Discussion (MAD); the latter is also subdivided into two parts, (i) Portuguese Medicine Introduction (MPI) and (ii) Portuguese Medicine Discussion (MPD). The data were analyzed and processed in accordance with the Corpus Linguistics methodological principles, in an instrumental application of its methods. The data were treated with the help of a linguistic analysis software called WordSmith Tools (SCOTT, 1997), version 3.0, especially the Wordlist and Concord tools. In order to investigate and analyze the uses and functions of the hedges, from the Interactional Metadiscourse (HYLAND, 2005) and Intercultural Rhetoric (CONNOR, 2008) perspectives, given the corpora collected, we have proposed a classification model, in accordance with the taxonomies proposed by Hyland (2005), Cabrera (2004) and MartÃn-MartÃn (2008). The results of the analysis have pointed to the occurrence of a largest number of hedges, in both languages, in the discussion section of the articles, followed by the introduction section. Both present a high number of occurrences of indetermination devices (epistemic expressions, such as modal verbs, lexical verbs, semi-auxiliary verbs, and modal adjectives / adverbs) and disagentivization (impersonal expressions, passive voice).We can therefore conclude that the authors of the Medicine research articles, both those in Portuguese and in German, employ the same amount of hedges in order to achieve the communicative purposes of the research paper genre, given the position the authors occupy in the academic community and the interpersonal relationship they wish to establish with the audience. This research contributes to minimize the gap in the studies on hedging under a contrastive perspective, based on corpora of scholarly texts in Portuguese and German in the Medicine area.
Esta tese investiga sob uma perspectiva retÃrico-contrastiva, os usos e as funÃÃes das marcas metadiscursivas de atenuaÃÃo retÃrica (hedges), em artigos de pesquisa, considerados, aqui, textos especializados (HOFFMANN, 1998), pertencentes ao contexto comunicativo: especialista-especialista (PEARSON, 1998), produzidos por autores (as) brasileiros (as) e alemÃes (as). Para cumprir tal objetivo, a pesquisa intenciona responder aos seguintes questionamentos: (a) qual a freqÃÃncia das estratÃgias de atenuaÃÃo retÃrica utilizadas nas seÃÃes introduÃÃo e conclusÃo? (b) qual a relaÃÃo existente entre o nÃmero de marcas metadiscursivas de atenuaÃÃo retÃrica em cada subcorpus e as caracterÃsticas retÃricas de cada seÃÃo em anÃlise? (c) qual a freqÃÃncia dos itens lÃxico-gramaticais que realizam as marcas metadiscursivas de atenuaÃÃo retÃrica em cada subcorpus. Para tanto, parte-se do pressuposto de que textos pertencentes a um mesmo gÃnero discursivo, porÃm escritos em lÃnguas distintas apresentam diferenÃas retÃricas marcantes. Tais diferenÃas no discurso acadÃmico escrito podem ser descritas pelo uso das marcas de atenuaÃÃo retÃrica como elemento discursivo-pragmÃtico caracterizador de um âmodus dicendiâ de uma determinada Ãrea do conhecimento, no caso, a Medicina. Para a investigaÃÃo dessas marcas de atenuaÃÃo, selecionamos um corpus composto por 120 artigos de pesquisa em Medicina de periÃdicos nacionais e internacionais, coletados, no site de periÃdicos da CAPES, escritos em lÃngua alemà e em lÃngua portuguesa. O referido corpus de estudo compÃe-se de: 60 artigos em Medicina escritos em portuguÃs e 60 artigos escritos em lÃngua alemÃ, divididos em dois subcorpora, a saber, Corpus 1- Medicina AlemÃo, composto por dois subcorpora: (i) Medicina AlemÃo IntroduÃÃo (MAI) e (ii) Medicina-AlemÃo DiscussÃo (MAD) , Corpus 2- Medicina PortuguÃs, com dois subcorpora: (i) Medicina PortuguÃs IntroduÃÃo (MPI) e (ii) Medicina PortuguÃs DiscussÃo (MPD). Na anÃlise e tratamento dos dados, utilizamos os princÃpios metodolÃgicos da LingÃÃstica de Corpus, aplicando seu carÃter instrumental. Para avaliar os dados dessa pesquisa, utilizamos o programa computacional de anÃlise lingÃÃstica, WordSmith Tools (SCOTT, 1997), versÃo 3.0, as ferramentas Wordlist e o Concord. Para investigar e analisar os usos e as funÃÃes das marcas metadiscursivas de atenuaÃÃo, sob uma perspectiva do Metadiscurso Interacional (HYLAND, 2005) e da RetÃrica Intercultural (CONNOR, 2008), tendo em vista os corpora em anÃlise, propomos um modelo classificatÃrio, em conformidade com as taxonomias propostas por Hyland (2005), Cabrera (2004) e MartÃn-MartÃn (2008). Conforme os resultados, a seÃÃo de discussÃo concentra o maior nÃmero de ocorrÃncias das marcas de atenuaÃÃo retÃrica nas duas lÃnguas, seguida da seÃÃo de introduÃÃo. Ambas apresentam um elevado nÃmero de ocorrÃncias das estratÃgias de indeterminaÃÃo (as expressÃes epistÃmicas, como verbos modais, lexicais, semi-auxiliares) e os adjetivos/advÃrbios modais,) e desagentivaÃÃo (as expressÃes impessoais, voz passiva). A partir desses resultados, conclui-se que os autores tanto em portuguÃs como em alemÃo nos artigos de pesquisa na Medicina fazem uso na mesma proporÃÃo de estratÃgias de atenuaÃÃo para atender aos propÃsitos comunicativos do gÃnero textual-artigo de pesquisa, como tambÃm pela posiÃÃo que ocupam na comunidade acadÃmica e pela relaÃÃo interpessoal que desejam estabelecer com a audiÃncia. Essa pesquisa contribui para minimizar a lacuna existente com relaÃÃo aos estudos sÃcio-retÃricos das marcas metadiscursivas de atenuaÃÃo, sob uma perspectiva contrastiva, em corpora escritos em portuguÃs e alemÃo de artigos acadÃmicos na Medicina.
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Carvalho, Ednúsia Pinto de. "A atenuação retórica em artigos de pesquisa: um estudo contrastivo com base em corpora." http://www.teses.ufc.br, 2011. http://www.repositorio.ufc.br/handle/riufc/6644.
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CARVALHO, Ednúsia Pinto de. A atenuação retórica em artigos de pesquisa: um estudo contrastivo com base em corpora. 2011. 127f. Tese (Doutorado em Linguística) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza-CE, 2011.Submitted by nazareno mesquita (nazagon36@yahoo.com.br) on 2012-08-14T15:00:20Z No. of bitstreams: 1 2011_tese_EPdeCarvalho.pdf: 1630146 bytes, checksum: 3c417235cc5090a6cb9de83fc915f723 (MD5)
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This thesis investigates, from a rhetoric-contrastive perspective, the uses and functions of rhetoric mitigation metadiscursive marks (here hedging devices) in research articles produced by Brazilian and German authors and understood as specialized texts (HOFFMANN, 1998), inserted in the expert-expert communicative context (PEARSON, 1998). To achieve this goal, the present study aims at answering the following questions: (a) how often are hedging strategies employed in the introduction and conclusion sections? (b) what is the relationship between the number of hedges in each subcorpus and the rhetorical characteristics of each analyzed section? (c) how often do the lexico-grammatical items performing the role of hedges appear in each subcorpus? The starting point for the investigation was the assumption that texts belonging to the same genre but written in different languages present striking rhetorical distinctions. Such differences in academic writing can be described by the use of hedges as discourse-pragmatic elements which characterize the "modus dicendi" of a given knowledge area; in the present case, Medicine. A corpus of 120 research articles from national and international medical journals was built, including texts written in German and Portuguese; the articles were collected from the CAPES periodics website. This corpus consists of 60 Medicine articles written in Portuguese and 60 articles written in German, divided into two subcorpora, namely, Corpus 1: Medicine-German and Corpus 2 : Medicine-Portuguese. The former is made of two subcorpora, (i) German Medicine Introduction (MAI) and (ii) German Medicine Discussion (MAD); the latter is also subdivided into two parts, (i) Portuguese Medicine Introduction (MPI) and (ii) Portuguese Medicine Discussion (MPD). The data were analyzed and processed in accordance with the Corpus Linguistics methodological principles, in an instrumental application of its methods. The data were treated with the help of a linguistic analysis software called WordSmith Tools (SCOTT, 1997), version 3.0, especially the Wordlist and Concord tools. In order to investigate and analyze the uses and functions of the hedges, from the Interactional Metadiscourse (HYLAND, 2005) and Intercultural Rhetoric (CONNOR, 2008) perspectives, given the corpora collected, we have proposed a classification model, in accordance with the taxonomies proposed by Hyland (2005), Cabrera (2004) and Martín-Martín (2008). The results of the analysis have pointed to the occurrence of a largest number of hedges, in both languages, in the discussion section of the articles, followed by the introduction section. Both present a high number of occurrences of indetermination devices (epistemic expressions, such as modal verbs, lexical verbs, semi-auxiliary verbs, and modal adjectives / adverbs) and disagentivization (impersonal expressions, passive voice).We can therefore conclude that the authors of the Medicine research articles, both those in Portuguese and in German, employ the same amount of hedges in order to achieve the communicative purposes of the research paper genre, given the position the authors occupy in the academic community and the interpersonal relationship they wish to establish with the audience. This research contributes to minimize the gap in the studies on hedging under a contrastive perspective, based on corpora of scholarly texts in Portuguese and German in the Medicine area.
Esta tese investiga sob uma perspectiva retórico-contrastiva, os usos e as funções das marcas metadiscursivas de atenuação retórica (hedges), em artigos de pesquisa, considerados, aqui, textos especializados (HOFFMANN, 1998), pertencentes ao contexto comunicativo: especialista-especialista (PEARSON, 1998), produzidos por autores (as) brasileiros (as) e alemães (as). Para cumprir tal objetivo, a pesquisa intenciona responder aos seguintes questionamentos: (a) qual a freqüência das estratégias de atenuação retórica utilizadas nas seções introdução e conclusão? (b) qual a relação existente entre o número de marcas metadiscursivas de atenuação retórica em cada subcorpus e as características retóricas de cada seção em análise? (c) qual a freqüência dos itens léxico-gramaticais que realizam as marcas metadiscursivas de atenuação retórica em cada subcorpus. Para tanto, parte-se do pressuposto de que textos pertencentes a um mesmo gênero discursivo, porém escritos em línguas distintas apresentam diferenças retóricas marcantes. Tais diferenças no discurso acadêmico escrito podem ser descritas pelo uso das marcas de atenuação retórica como elemento discursivo-pragmático caracterizador de um “modus dicendi” de uma determinada área do conhecimento, no caso, a Medicina. Para a investigação dessas marcas de atenuação, selecionamos um corpus composto por 120 artigos de pesquisa em Medicina de periódicos nacionais e internacionais, coletados, no site de periódicos da CAPES, escritos em língua alemã e em língua portuguesa. O referido corpus de estudo compõe-se de: 60 artigos em Medicina escritos em português e 60 artigos escritos em língua alemã, divididos em dois subcorpora, a saber, Corpus 1- Medicina Alemão, composto por dois subcorpora: (i) Medicina Alemão Introdução (MAI) e (ii) Medicina-Alemão Discussão (MAD) , Corpus 2- Medicina Português, com dois subcorpora: (i) Medicina Português Introdução (MPI) e (ii) Medicina Português Discussão (MPD). Na análise e tratamento dos dados, utilizamos os princípios metodológicos da Lingüística de Corpus, aplicando seu caráter instrumental. Para avaliar os dados dessa pesquisa, utilizamos o programa computacional de análise lingüística, WordSmith Tools (SCOTT, 1997), versão 3.0, as ferramentas Wordlist e o Concord. Para investigar e analisar os usos e as funções das marcas metadiscursivas de atenuação, sob uma perspectiva do Metadiscurso Interacional (HYLAND, 2005) e da Retórica Intercultural (CONNOR, 2008), tendo em vista os corpora em análise, propomos um modelo classificatório, em conformidade com as taxonomias propostas por Hyland (2005), Cabrera (2004) e Martín-Martín (2008). Conforme os resultados, a seção de discussão concentra o maior número de ocorrências das marcas de atenuação retórica nas duas línguas, seguida da seção de introdução. Ambas apresentam um elevado número de ocorrências das estratégias de indeterminação (as expressões epistêmicas, como verbos modais, lexicais, semi-auxiliares) e os adjetivos/advérbios modais,) e desagentivação (as expressões impessoais, voz passiva). A partir desses resultados, conclui-se que os autores tanto em português como em alemão nos artigos de pesquisa na Medicina fazem uso na mesma proporção de estratégias de atenuação para atender aos propósitos comunicativos do gênero textual-artigo de pesquisa, como também pela posição que ocupam na comunidade acadêmica e pela relação interpessoal que desejam estabelecer com a audiência. Essa pesquisa contribui para minimizar a lacuna existente com relação aos estudos sócio-retóricos das marcas metadiscursivas de atenuação, sob uma perspectiva contrastiva, em corpora escritos em português e alemão de artigos acadêmicos na Medicina.
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Camara, Omar, and 卡馬拉. "The Study of Interpersonal Metadiscourse Markers in English Medium Academic Lectures by Native and Nonnative English Speakers." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/74634332923582578914.
Full textAbstract:
碩士元智大學
應用外語學系
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The term metadiscourse is a linguistic device first coined by Zellig Harris in 1959 and it refers to linguistic features that a writer or a speaker uses to help guide their audience through the discourse and also show their stance to subject without referring to the subject itself. It is a device that according to Hyland (2005) helps the speaker or a writer achieve effective communication. Due to its significance, a number of studies have been conducted on it both in writing genre and spoken genre. However, very limited studies have been conducted on the subject. Most of the previous studies have been conducted on metadiscourse in writing genre. The aim of this paper is to contribute to the scanty nature of the study of metadiscourse in spoken academic data. A number of taxonomies have been developed on metadiscourse. One such taxonomy is the one proposed by Vande Kopple (1985). Vande Kopple’s taxonomy classifies metadiscourse into textual and interpersonal resources. Textual resources help guide the reader through the text III while interpersonal resources help writers to express their reactions and also show their reactions to the propositional content. However, According to Hyland and Tse (2004), all metadiscourse resources are interpersonal. They classified metadiscourse into interactive and interactional metadiscourse markers. This study draws on Hyland and Tse’s (2004) model to explore the use of metadiscourse in English medium academic lectures by British English speakers and Taiwanese Mandarin speakers. Two lectures were selected one from Applied linguistics and one from Management for each lingua-culture background for analysis. The results of the study show that overall; Taiwanese Mandarin speakers use a higher frequency of metadiscourse than their British counterparts. However, British English speakers use more different elements in their lectures than do Taiwanese Mandarin speakers.
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Lim, Hyun-Woo. "Disciplinary socialization, audience awareness, and the production of interpersonal metadiscourse markers in the writing of U.S. and Korean graduate student writers." 2005. http://purl.galileo.usg.edu/uga%5Fetd/lim%5Fhyunwoo%5F200505%5Fphd.
Full textBooks on the topic "Metadiscourse markers"
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Castro, Guillermo. El negocio jurídico, la declaración de voluntad y el ordenamiento jurídico. Editorial Universidad Católica de Colombia, 2020. http://dx.doi.org/10.14718/9789585133310.2020.
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Uwe Wesel, professor of law at the Free University of Berlin, expressed in several of his writings an interesting thought: more than the law of obligations (Schuldrecht) the law of contracts (Vertragsrecht) is a better metadiscourse to reread and interpret the spectrum of The legal, which could even give an accurate account of the history of Western law. From the origins of the Greek civilization and to the Lisbon agreement, the contract was the institute that most connected the legal with the reasonableness, fairness, proportionality, justice and the conservative and protective sense of the community; of course also with the market economy and globalization. For this reason, this diffuse approximation of the contract and the legal business within western juridicity provides interesting inputs, such as inadvertent responses to how certain constitutional principles emerged? Or why do freedom and equality rights always entail obligations? under many others perspectives.
Book chapters on the topic "Metadiscourse markers"
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Povolná, Renata. "Persuasion in Technical Discourse: The Role of Interpersonal Metadiscourse Markers in User Manuals." In Persuasion in Specialised Discourses, 229–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58163-3_6.
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Guziurová, Tereza. "The Role of Metadiscourse in Genre Analysis: Engagement Markers in Undergraduate Textbooks and Research Articles." In Yearbook of Corpus Linguistics and Pragmatics, 211–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54556-1_10.
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Mohamed, Lina. "The Use of Metadiscourse Markers in Dissertations Produced by MATESOL Students." In Teaching Academic Writing as a Discipline-Specific Skill in Higher Education, 150–74. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2265-3.ch007.
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The use of metadiscourse markers is an important writing strategy employed both to structure the text and to engage the reader in the text production. In this connection, the purpose of this study is to assess the use of metadiscourse markers in term papers produced by MATESOL students at university of Khartoum. Forty papers were examined using Hyland's model of metadiscourse markers. Twenty papers were chosen from class 2016-2017, and the other 20 were selected from class 2017-2018. The data were analyzed in percentage terms. The results revealed that trained students use more metadiscourse markers than the untrained students. Additionally, it was found that female students used more metadiscourse markers than male. Also, it was found that all participants used more metadiscourse markers in the background section than in the statement of the problem section.
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Kaçar, Işıl Günseli. "Academic Knowledge Formation Through Blogs." In Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students, 118–40. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6508-7.ch008.
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Blogs are an integral component of blended learning environments in English as a second language (ESL)/English as a foreign language (EFL) contexts. Although they are used in higher education to promote language learning, their impact on EFL preservice teachers' writer identity development in academic writing is underexplored. Utilizing Hyland's metadiscourse model, this qualitative case study in the Turkish higher education context investigated EFL preservice teachers' writer identity development on blogs. The data were collected via reflective journals, semi-structured interviews and reflective essays. Triangulation and corpus-based analysis of Hyland's metadiscourse markers were used in the data analysis. The findings revealed the EFL preservice teachers' multifaceted and even contradictory academic writer identities on blogs and numerous challenges they encountered regarding their identity displays. This study highlighted a blended and corpus-based futuristic perspective on the exploration of EFL writer identities.
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Núñez-Román, Francisco. "Personal Metadiscourse Markers in a Corpus of Final Degree Dissertations in Education Sciences." In Corpus Analysis in Different Genres, 191–205. Routledge, 2020. http://dx.doi.org/10.4324/9780367815905-13.
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Oravițan, Alexandru, Mădălina Chitez, Loredana Bercuci, and Roxana Rogobete. "Using the bilingual Corpus of Romanian Academic Genres (ROGER) platform to improve students’ academic writing." In Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022, 315–21. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.61.1477.
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Learner corpora of written texts from academic writing assignments provide a practical resource for students, particularly in fostering academic writing skills. One such corpus is the newly available ROGER (Corpus of Romanian Academic Genres), a bilingual comparable corpus containing learner discipline-specific academic writing data in Romanian native language (L1) and English as a foreign language (L2). This paper aims to illustrate a series of academic writing teaching approaches supported by the ROGER platform (launched in May 2022) to be applied by tutors in an academic writing classroom setting. The results are structured according to Ädel’s (2010) methodological model for fostering rhetorical functions and specific phraseology in academic writing, coupled with addressing metadiscourse markers to better assist in the enhancement of students’ academic writing skills at the university undergraduate level.
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Mahmoud, Mahmoud, and Bilal Zakarneh. "The Use of Metadiscourse Markers in English Research Articles by Native English Writers vs. Non-Native Writers: A Comparative Analysis." In Modern Perspectives in Language, Literature and Education Vol. 6, 10–18. Book Publisher International (a part of SCIENCEDOMAIN International), 2021. http://dx.doi.org/10.9734/bpi/mplle/v6/5088d.
Full textConference papers on the topic "Metadiscourse markers"
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Wiyanto, Muhammad Saibani, Fabiola Kurnia Dharmawanti, and Suwono Suwono. "Metadiscourse Markers in English Dissertation Abstracts." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007165702660270.
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Kurniasih, Nia, Iis Kurnia Nurhayati, and Puji Audina Lestari. "English Adjectives in Indonesian Cosmetic Advertisement: A Study of Emphatic Personal Metadiscourse Markers." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.12-1.
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The growth of the globalization of brands in international markets has led to the inevitable importance of advertisement and hence to scholarship on advertisement, such as with methods of metadiscourse. This descriptive qualitative study was aimed at determining interpersonal metadiscourse markers used in eight advertisements of Indonesian cosmetic products using English in the construction of beauty within contemporary Indonesian contexts. The results evidence an emerging new terminology in defining and classifying the types of beauty as a social construct presented in product advertisements. Employing a discourse analysis and Hylans’s emphatic personal metadiscourse marker adjectives, it was found that the advertising makers have used adjectives to describe nouns in the advertising texts due to their persuasive meanings, namely those of aesthetic adjectives. The adjectives found in the data belong to several categories, i.e. evaluativity, dimensionality (unidimensional and multidimensional), and measurability. All of these adjectives have constructed the concept of green beauty, healthy beauty, modern beauty, religious beauty and aesthetic beauty. This study is expected to contribute to the development of language and media studies, and to enrich media studies, especially those that can enhance the strategies used by advertising agencies to choose the most effective kind of language in their advertisements.
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Velickovic, Marta, and Jelena Danilović-Jeremić. "STANCE MARKERS: AN UNDERDEVELOPED ASPECT OF SERBIAN EFL WRITERS’ COMPETENCE." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.457v.
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The topic of the current study is the interactional dimension of metadiscourse, as expressed through lexico-grammatical devices in beginner L2 writing of L1 Serbian/L2 English learners. The participants’ use of metadiscourse devices was chosen due to its particular relevance for the beginner L2 writing process at the tertiary level. The sample of participants included a total of 70 English language majors attending the University of Niš. The corpus consisted of the students’ expository paragraphs collected over a period of nine weeks during the 2019/2020 schoolyear. The taxonomy used in this particular study was that of Biber (2006) and Min et al. (2019), with a particular focus of hedges, stance adjectives, stance adverbs, and stance verbs. The results obtained imply that stance markers deserve a more prominent place in the EFL classroom.
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Shafique, Haroon. "A corpus-based study of metadiscourse markers in English and Urdu." In 9th Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2018/09/0024/000357.
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Glava, Adina Elena. "Metadiscourse Markers In Science Schoolbooks As Facilitators For Metacognitive Regulation Of Learning." In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.32.
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Firdaus, Achmad, and Mira Shartika. "Interpersonal Metadiscourse Markers and Appraisal Portrayed in BBC’s Corona Virus News Report." In International Conference on Engineering, Technology and Social Science (ICONETOS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210421.115.
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Althiyabi, Meaad, and Hussein Assalahi. "EXPLORING THE USE OF METADISCOURSE MARKERS IN MODULE ASSIGNMENTS AMONG POSTGRADUATE SAUDI STUDENTS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2370.
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