To see the other types of publications on this topic, follow the link: Metadiscourse markers.
Journal articles on the topic 'Metadiscourse markers'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Metadiscourse markers.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
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 – 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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
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 (February 14, 2019): 50–61. http://dx.doi.org/10.33369/jeet.2.3.50-61.
Full textAbstract:
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.
12
Khedri, Mohsen. "‘This study aims to …’." International Review of Pragmatics 14, no. 1 (February 22, 2022): 45–76. http://dx.doi.org/10.1163/18773109-01401002.
Full textAbstract:
Abstract Using Swales’ (1990) CARS model and Hyland’s (2005) interpersonal model of metadiscourse, this study takes a pragmatic approach to explore the rhetorical structure and metadiscoursal features of research article introductions in a comparable corpus of 40 introductions from applied linguistics and chemistry. Specifically, this article reports on a rhetorical analysis of introduction moves and an identification of metadiscourse markers and discourse functions they were conveying and focuses on the mapping of the markers most pervasively used to signal the moves. Results showed disciplinary differences regarding both move structure and metadiscourse use which could be attributed to the susceptibility of rhetorical practices and preferences to socio-rhetorical conventions in each community. In addition to their pedagogical implications, the results of this study could be of use for novice research article writers and/or students in applied linguistics and chemistry in order to better consolidate their credence and socialisation in their community through publication.
13
Sabov, Andriana, and Lidia Verba. "READER ENGAGEMENT IN L1 AND L2 SPEAKERS OF ENGLISH." Scientific Journal of Polonia University 47, no. 4 (January 17, 2022): 68–80. http://dx.doi.org/10.23856/4709.
Full textAbstract:
The paper explores the use of metadiscourse markers by L1 speakers of English and proficient L2 speakers in opinion articles. The data for the analysis consists of 90 articles from the most popular newspapers in the USA, the UK and Ukraine, each variety represented with 30 articles. The classification of metadiscourse is primarily based on Hyland’s taxonomy with a more detailed approach to identifying metadiscoursive occurrences. In addition to investigating the most common patterns of engagement across three varieties of English, the study looks into how those patterns influence L1 and L2 readers, in particularly how engaged they are in the reading process and they would rate the persuasiveness of the text. Findings suggest that despite all three varieties having approximately the same number of metadiscourse markers, there’s a difference as to what types are prevalent in the variety. There are also differences observed concerning the reader engagement among L1 and L2 readers.
14
Mohamed, Amaal Fadhlini Binti, and Radzuwan Bin Ab Rashid. "The Metadiscourse Markers in Good Undergraduate Writers’ Essays Corpus." International Journal of English Linguistics 7, no. 6 (October 11, 2017): 213. http://dx.doi.org/10.5539/ijel.v7n6p213.
Full textAbstract:
Good student writers are often seen as a benchmark to the weaker writers. In the area of metadiscourse in students’ writing, previous studies show that good undergraduate writers use more metadiscourse markers as compared to the weaker writers. However, there are limited previous studies which observe the use of metadiscourse among Malaysian ESL undergraduate writers whose Bahasa Malaysia is their first language. Therefore, further studies involving undergraduate writers from this particular setting is significant to add more literature to the field of metadiscourse among ESL undergraduates. This paper aims to present the metadiscourse markers found in a corpus of good undergraduate writers’ essays (GUWE corpus). These metadiscourse markers are classified in the main categories and sub-categories based on Hyland’s (2005) interpersonal model of metadiscourse. Using a concordance software, this study aims to reveal the frequency of the metadiscourse markers use in good essays produced by 269 Malaysian undergraduate writers. The findings presented in this paper are hoped to be useful for other researchers who are interested in the same field of metadiscourse among ESL student writers especially among Malaysian undegraduates.
15
Rahimi Rad, Mostafa. "Iranian EFL Learners` Use of Metadiscourse Markers in Argumentative Writing." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 3 (August 13, 2020): 1353–62. http://dx.doi.org/10.33258/birle.v3i3.1184.
Full textAbstract:
This paper is an attempt to investigate the EFL Iranian learners` use of metadiscourse markers in argumentative writing. The participants of the study are 40 students both male and female. To produce the relevant data, participants were given a pretest of writing ability to check their initial knowledge use of metadiscourse markers. Finally, a post test assessing their writing ability with metadiscourse markers was administered. Writing is a social activity and it is supposed as an important factor of literacy in society despite being mastered in English, students from different cultures and with different first languages seem to be different in developing writing texts. Metadiscourse markers enable the writers to interact with the readers effectively. The findings revealed that both male and female writers employed more interactive markers than interactional markers due to the fact that both genders inserted transition markers frequently to guide readers through the texts. The findings indicated generally that instruction of metadiscourse markers significantly improves EFL learners’ writing ability of advanced students. The Teachers pay more attention to metadiscourse markers in making EFL curricula. Then they ask for the reinforcement of metadiscourse markers through instruction in EFL courses for the improvement of the learners' writing ability.
16
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 (December 1, 2022): 36–49. http://dx.doi.org/10.2478/topling-2022-0010.
Full textAbstract:
Abstract There is very little research on the use of metadiscourse markers in abstracts across different disciplines (especially in a single study) in the research of undergraduates as novice researchers, and little qualitative research has been done on the topic in EFL and ESL contexts altogether. Thus, the purpose of this study is to examine the use of metadiscourse markers in EFL and ESL undergraduates’ abstracts in social sciences across three disciplines (English Language and Communication, Mass Communication, and Psychology) in the Faculty of Social Sciences and Liberal Arts at UCSI University, a Malaysian private university. We adopt Hyland’s (2005) interpersonal model which involves two main categories – interactive metadiscourse and interactional metadiscourse – to analyse all 62 abstracts collected from the 2016 Colloquium held at the faculty. The method used is qualitative to categorize the metadiscourse markers accordingly as well as counting their frequencies. The findings showed that the interactional metadiscourse markers were used nearly twice as often as the interactive discourse markers for the three disciplines, and the most used markers are boosters. The most used interactive metadiscourse markers are transitions, followed by frame markers, evidentials, code glosses, and endophoric markers. The findings can be used by ESL and EFL instructors when teaching students learning argumentative writing and research writing to use metadiscourse markers to make arguments and write proper critiques to reflect their stance and voice. This research adds some insights into this neglected genre of academic discourse at the undergraduate level.
17
Abbaszadeh, Ebrahim, Seyedeh Azam Hosseini, and Mojtaba Aghajani. "Interactional Metadiscourse Markers. A Survey Study on Iranian M.A. TEFL Theses." European Journal of Sustainable Development 8, no. 3 (October 1, 2019): 486. http://dx.doi.org/10.14207/ejsd.2019.v8n3p486.
Full textAbstract:
The present study examined the differences in the use, type, and frequency of interactional metadiscourse markers in theses written by M.A. TEFL graduates including 10 males and 10 females from Malayer University. The selected corpus was analyzed using Hyland’s in 2005 interactional model of metadiscourse. The data were explored through a manual corpus analysis method using Adobe PDF reader software. Moreover, a Chi-Square statistical measure was run to examine whether there were any significant differences in the use of metadiscourse markers in different thesis chapters and across different genders. The results revealed that although there were some subtle differences in the frequency and types of these metadiscourse markers, there was no statistically significant difference between two genders in the use of interactional metadiscourse markers. Besides, it was concluded that there was a significant relationship between the chapters of theses and the use of metadiscourse markers. The findings of this study render some pedagogical implications for writing courses at M.A. and PhD levels in the realms of TEFL and ESP. Keywords: Metadiscourse, Interactional markers, Applied Linguistics, M.A. thesis, Gender
18
Sukma, Bayu Permana. "INTERPERSONAL METADISCOURSE MARKERS AS PERSUASIVE STRATEGIES IN BARACK OBAMA’S 2012 CAMPAIGN SPEECHES." Aksara 29, no. 2 (December 31, 2017): 283. http://dx.doi.org/10.29255/aksara.v29i2.82.283-292.
Full textAbstract:
One of language features which can be applied to reach the persuasive goal is interpersonal metadiscourse. Although it has been frequently investigated in written texts, research on interpersonal metadiscourse in campaign speeches is still relatively hard to find, whereas a lot of features of interpersonal metadiscourse in campaign speeches are used as persuasive strategies. This study aims to explain the meaning of interpersonal metadiscourse markers applied in Barack Obama’s campaign speeches related to his persuasive strategy. The data are analyzed by using Dafouz’s (2008) theory of interpersonal metadiscourse markers categorization. The method used in this study is descriptive qualitative. The results reveal that all interpersonal metadiscourse markers categories, namely hedges, certainty markers, attributors, attitude markers, and commentaries, are used in Barack Obama’s campaign speeches. High frequency of use of attitude markers and commentaries shows that Obama in his campaign speeches tries to build emotional ties with his audience as his persuasive strategy.
19
Aimah, Siti, Dodi Mulyadi, and Muhimatul Ifadah. "METADISCOURSE MARKERS WRITTEN IN INTRODUCTION SECTION OF FINAL PROJECT OF UNIMUS EFL LEARNERS." English Review: Journal of English Education 7, no. 2 (June 2, 2019): 109. http://dx.doi.org/10.25134/erjee.v7i2.1717.
Full textAbstract:
Metadiscourse marker is one of determining indicators of the quality of the writers� writing. Metadiscourse markers enable the writers to interact with the readers effectively. What commonly happens to many undergraduate students studying English as a foreign language is that they are not able to develop an engagement between themselves, their texts, and their readers. Thus, this study investigates the types of metadiscourse markers used by Unimus EFL learners in final project introduction sections, and markers that are frequently used by them in their writing. By using qualitative and quantitative research method, seven introduction sections of final project of Unimus EFL learners focusing on qualitative and qualitative research methods were chosen purposively. As result, the study revealed that in writing introduction sections, the students used various metadiscourse markers, including interactive resources (transitions, frame markers, endophoric markers, evidentials, and code glosses) and interactional resources (hedges, boosters, attitude markers, engagement markers, and self-mensions). Among those categories, interactive resources were found to be frequently used by the learners rather than interactional resources. It means that the writers tended to give attention to and guided the readers through the text by establishing their interpretations explicitly rather than involving the readers in the argument through the use of markers in interactional dimension.
20
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 (October 27, 2017): 146. http://dx.doi.org/10.5539/ijel.v8n1p146.
Full textAbstract:
Metadiscourse markers (MMs) are lexical resources that writers use to organize their discourse and express their stance about the content or the reader. Metadiscourse analysis of Pakistani English Newspaper Editorials (PENE) has been conducted. The corpus of this study has contained 1000 editorials taken from four renowned Pakistani newspapers: Dawn News (DN), The Frontier (TF), The Express Tribune (TET) and The News (TN). The distribution of 250 editorials from each newspaper has been retrieved from online sources. The frequencies of metadiscourse features (MFs) have been counted and compared, and further studied metadiscourse features (MFs) functionally on the basis of propositional and non-propositional contents. A comprehensive model on Interpersonal metadiscourse has been proposed and it has been categorized into interactive and interactional markers. A comprehensive scheme of metadiscourse markers (MMs) has been proposed for the analysis of the present study. The findings revealed that all corpora used more interactive than interactional markers. In this regard, the sub-categories of interactive metadiscourse such as sequencing markers and transition markers have been frequently observed in the corpus of The Frontier (TF) as compared to other said corpora. The sub-categories of interactional metadiscourse such as engagement, and hedges have been frequently seen in the corpus of The Frontier (TF) as compared to other said corpora. In conclusion, this study has claimed that The Frontier (TF) is more reader-friendly because of the excessive use of interactive metadiscourse.
21
Najeeb, Alyaa Farooq, and May Stephan Rezqallah. "Effective Metadiscourse Strategies in Texts of English and Arabic Trade Agreements to attain persuasion." Journal of the College of languages, no. 47 (January 2, 2023): 104–25. http://dx.doi.org/10.36586/jcl.2.2023.0.47.0104.
Full textAbstract:
Persuasion is a process studied by many scholars from the Greek time until the present. One persuasion strategy is metadiscourse, which refers to the writers' awareness of their text, the way they present themselves to the readers. The writers use metadiscourse markers to help the readers understand the real meaning of the text (Hyland 2005). The paper carries out a qualitative and quantitative analysis of the employment of persuasive metadiscourse markers in two English trade agreements and two Arabic agreements has provided in terms of Hyland's (2005) model of interactive and interactional markers. The aim is to find out whether all types of metadiscourse markers are used or not, and also to see whether English or Arabic employs more markers in their agreement texts. At the end, the analysis shows that Arabic agreements employ more metadiscourse markers than English agreements. Author Biographies
22
Zaki, Mai. "The metadiscourse of Arabic academic abstracts: A corpus-based study." Research in Corpus Linguistics 10, no. 2 (2022): 113–46. http://dx.doi.org/10.32714/ricl.10.02.06.
Full textAbstract:
Research on metadiscourse and rhetorical features in modern Arabic academic writing is scarce both in quantity and in scope. Abstracts, in particular, are a severely understudied academic register. This study aims to fill a gap in the study of academic abstracts in Arabic by providing a more comprehensive analysis of metadiscourse in Arabic academic abstracts. The data for the study includes a corpus of 400 Arabic abstracts, which have been labeled according to two variables: (a) abstract type (journal or dissertation); and (b) author gender (male, female, mixed gender). The analysis follows the theoretical framework proposed by Hyland (2019), as the data has been annotated for both textual metadiscourse (transition markers, frame markers, evidentials, endophorics and code glosses) and interpersonal metadiscourse (hedges, boosters, attitude markers, engagement markers and self-mentions). Results show that Arabic academic abstracts are rich in both types of metadiscourse features. Transition and frame markers have the highest frequency in the textual domain, while boosters and self-mentions are highly frequent in the interpersonal domain. Endophoric markers and hedges are the least used types of metadiscourse in the data, but engagement markers are surprisingly more frequent than previously thought.
23
Liao, Jianling. "Metadiscourse, Cohesion, and Engagement in L2 Written Discourse." Languages 5, no. 2 (June 5, 2020): 25. http://dx.doi.org/10.3390/languages5020025.
Full textAbstract:
The current study examines how L2 Chinese writers at different proficiencies employed various metadiscourse devices to shape their written descriptive discourse and also whether various metadiscourse features may distinguish levels of writing proficiency. The study also looks at how L2 learners’ use of metadiscourse devices is related to their linguistic performances in descriptive writing. The findings revealed differential metadiscourse use by learners at different proficiencies on local, global, and textual organizational dimensions. For instance, compared to low-proficiency writers, more proficient writers used significantly more conditional/hypothetical markers, frame markers, and engagement markers. Multiple metadiscourse features also demonstrated significant positive and negative correlations with each other, suggesting patterns of decreases and increases in the use of particular organizational features. Several metadiscourse features characteristic of more advanced writers also displayed positive relationships with linguistic features.
24
Aini, Nurul, and Rosyida Ekawati. "Metadiscourse Markers in CNN Health News Articles." SUAR BETANG 17, no. 1 (June 13, 2022): 55–67. http://dx.doi.org/10.26499/surbet.v17i1.329.
Full textAbstract:
Pemarkah Metawacana dalam Artikel Berita Kesehatan di CNNAbstrakPenelitian ini bertujuan mengidentifikasi jenis dan fungsi pemarkah metawacana dalam artikel berita kesehatan CNN. Penelitian ini dilakukan dengan metode kualitatif. Sumber datanya adalah lima belas artikel berita kesehatan CNN. Data berupa kalimat tentang Coronavirus Disease-2019 yang memiliki pemarkah metawacana. Hasil penelitian menunjukkan bahwa ada 2 jenis dan 11 fungsi pemarkah metawacana dalam artikel berita kesehatan CNN. Dua jenis pemarkah itu ialah metawacana interaktif dan interaksional. Jenis metawacana interaktif yang ditemukan dalam artikel berita kesehatan CNN adalah transition, frame marker, evidential, dan code gloss. Jenis metawacana interaksional yang ditemukan adalah hedges, booster, attitude marker, dan engagement marker. Endophoric marker dan self-mention tidak ditemukan dalam artikel. Sementara itu, sebelas fungsi yang teridentifikasi adalah menambahkan ide pada artikel, membandingkan dan mengontraskan pernyataan dalam artikel, menarik simpulan atau melawan ide dalam pernyataan penulis, membangun dialog yang jelas bagi pembaca, menyebutkan sumber informasi secara eksplisit, mencontohkan sesuatu dalam wacana, menguraikan apa yang telah ditulis, menunjukkan bahwa pernyataan penulis lebih merupakan pendapat yang masuk akal daripada fakta, menekankan atau memperjelas pernyataan, menunjukkan sikap penulis atau pembicara terhadap proposisi, dan secara eksplisit ditujukan kepada pembaca untuk memusatkan perhatian mereka atau memasukkan mereka ke dalam wacana. AbstractThis study aims to identify the types and functions of metadiscourse markers used in CNN health news articles. This study is conducted by applying a qualitative method. The sources of data are fifteen CNN health news articles, while the data are the sentences about Coronavirus Disease-2019 that have metadiscourse markers categories. The result of the study shows that there are 2 types and 11 functions in CNN health news articles. The types of metadiscourse markers are interactive and interactional metadiscourse. Kinds of interactive metadiscourse found in CNN health news articles are transition, frame marker, evidential, and code gloss. Meanwhile, kinds of interactional metadiscourse found in CNN health news articles are hedges, boosters, attitude markers, and engagement markers. However, endophoric marker and self-mention are not found in the articles. The functions identified are adding an idea to the article, comparing and contrasting statements in the article, drawing a conclusion or countering ideas in the writer’s statement, establishing a clear dialog for readers, explicitly mentioning sources of information, exemplifying something in the discourse, elaborating of what the writer has been written, show that the statement of the writer is more of a reasonable opinion than a fact, emphasizing or clarifying a statement, show the writer's or speaker's attitude towards the proposition, and explicitly addresses readers to focus their attention or include them into the discourse.
25
Yüksel, H. Gülru, and Suzan Kavanoz. "Dimension of Experience: Metadiscourse in the Texts of Novice Non-Native, Novice Native and Expert Native Speaker." Advances in Language and Literary Studies 9, no. 3 (June 30, 2018): 104. http://dx.doi.org/10.7575/aiac.alls.v.9n.3p.104.
Full textAbstract:
Metadiscourse is essential in establishing pragmatically effective academic written communication. However, little is known about how metadiscourse is used in written texts produced by tertiary level second language learners. This corpus-based linguistic research study aims to explore the frequencies and usages of metadiscourse markers in student essays written by Turkish learners of English and investigate the divergences from native speaker norms. As reference corpora, British Academic Written English (BAWE) and British National Corpus (BNC) were used. We found that in academic discourse, regardless of experience in writing (novice or expert) and L1 language background, interpersonal metadiscourse markers are used more frequently than textual metadiscourse markers. The commonalities between novice non-native and expert native writers together with differences between two native speaker groups suggest that pragmatic competence, particularly metadiscourse use, develops by experience regardless of L1 background.
26
Xiaoqin, Liu. "Exploring the Rhetorical Use of Interactional Metadiscourse: A Comparison of Letters to Shareholders of American and Chinese Financial Companies." English Language Teaching 10, no. 7 (June 13, 2017): 232. http://dx.doi.org/10.5539/elt.v10n7p232.
Full textAbstract:
By taking Hyland and Tse’s (2004) interactional metadiscourse model, this study attempts to compare the incidence of the interactional metadiscourse markers in letters to shareholders of American and Chinese companies in the financial industry and their rhetorical functions. This study makes American corpus of 41 letters and Chinese corpus of 37 letters both of which are written in English. WordSmith is adopted to find out the differences in incidence of these markers. Chi-square test further confirms these differences are significant. It is consequently found that five types of interactional metadiscourse markers are all deployed in both American and Chinese corpus but the incidence of each marker is much more in American corpus than that in Chinese corpus. Besides, this study identifies that self-mentions and engagement markers are the most frequently employed in both corpora. However, it is noticeable that self-mentions and engagement markers collaborate with another three types of markers more tactically and flexibly in American corpus than in Chinese. In particular, self-mentions markers are found to use with not only boosters, but hedges and engagement markers in American corpus, while self-mentions markers in Chinese corpus only collaborate with hedges. In addition, the engagement markers of model verbs and personal pronouns are more active in American corpus than these in Chinese. This study finds out American companies integrate these markers into building a positive personal or corporate image and closing writer-reader relationship, thereby accomplishing the promotional and persuasive purposes. It may suggest that Chinese companies employ the integration of interactional metadiscourse markers as strategically as American.
27
付, 晓丽. "Differentiating Discourse Markers and Metadiscourse." Modern Linguistics 08, no. 03 (2020): 396–403. http://dx.doi.org/10.12677/ml.2020.83054.
Full text
28
AlJazrawi, Dunya, and Zeena AlJazrawi. "Metadiscourse as a Way of Achieving Persuasion in Literary Criticism Texts." GEMA Online® Journal of Language Studies 21, no. 3 (August 30, 2021): 245–63. http://dx.doi.org/10.17576/gema-2021-2103-14.
Full textAbstract:
This study aims at examining the use of metadiscourse markers in literary criticism texts to identify the role of the reader and how these markers are used to produce more persuasive essays. The data of 72,727 words from 17 texts were written by three well-known authors, namely, T.S. Eliot, Virginia Woolf and Stanley Fish. Hyland’s (2005) model of interpersonal metadiscourse markers was used to analyze the data. The analysis revealed that metadiscourse markers are used by literary critics to create coherent and persuasive texts. It was found out that the theory of criticism adopted by the literary critics does not affect the use of metadiscourse markers only maybe in terms of relying more on logos, ethos or pathos. The results of this study comply with those of previous research showing that metadiscourse markers are frequently used in literary criticism texts. This study will contribute to both the literary genre and the genre of critical essays by identifying the linguistic features to be used to produce more effective and convincing literary criticism texts. It will also help future critics to write more persuasive texts by highlighting the means that enable them to influence their readers and to produce more coherent and convincing texts. Keywords metadiscourse; persuasion; literary criticism; essays; critical theory
29
Mohamed, Amaal Fadhlini, Radzuwan Ab Rashid, and Nor Hazwani Munirah Lateh. "The Use of Metadiscourse Markers in Malaysian Undergraduate Persuasive Essay Corpus at Universiti Malaysia Kelantan." Kresna Social Science and Humanities Research 1 (January 28, 2021): 1–3. http://dx.doi.org/10.30874/ksshr.38.
Full textAbstract:
Metadiscourse in undergraduate essay writing is the linguistic expressions used by student writers to organise written texts while interacting with their imaginary readers. This paper presents a preliminary study to discover and present the use of metadiscourse markers in persuasive essays written by a group of undergraduate students from a chosen public university in Malaysia, Universiti Malaysia Kelantan. For the purpose of this study, a simplified metadiscourse framework for ESL lay writers proposed by Tan et al. (2012) is used. The metadiscourse markers in a corpus of undergraduate persuasive essays were explored with the assistance of a concordance software, WordSmith Tools. The findings reveal the frequency of the metadiscourse markers in the corpus and how they are commonly utilised in sentences. This study is expected to pave the way for more studies related to metadiscourse in undergraduate essays from other universities across this country.
30
Kobayashi, Yuichiro. "Investigating Metadiscourse Markers in Asian Englishes: A Corpus-Based Approach." Language in Focus 2, no. 1 (July 1, 2016): 19–35. http://dx.doi.org/10.1515/lifijsal-2016-0002.
Full textAbstract:
AbstractThe present study investigated differences in rhetorical preferences in L2 writings among different L1 groups. This study compared the use of metadiscourse markers in L2 essays and identified discourse devices used to distinguish different L1 groups. The essays originated from the International Corpus Network of Asian Learners of English (ICNALE) compared six L1 groups (viz., Chinese, Indonesian, Japanese, Korean, Taiwanese, and Thai) based on the frequency of metadiscourse markers. I utilized heat map with hierarchical clustering to investigate differences in metadiscourse among the six learner groups. The results suggested a substantial difference in the use of metadiscourse markers between East Asian groups (viz., Chinese, Japanese, Korean, and Taiwanese) and Southeast Asian groups (viz., Indonesian and Thai). Furthermore, each learner group displayed the specific characteristics of metadiscourse, which offer suggestions for improving L2 learners’ writings.
31
Liu, Guobing, and Junlan Zhang. "Interactional Metadiscourse and Author Identity Construction in Academic Theses." Journal of Language Teaching and Research 13, no. 6 (November 1, 2022): 1313–23. http://dx.doi.org/10.17507/jltr.1306.20.
Full textAbstract:
Based on Hyland’s (2005) interactional metadiscourse model and the identity construction category proposed by Sun (2015), this study attempts to make a comparative analysis on the characteristics of the frequencies of interactional metadiscourse between Chinese masters’ theses and international journal articles, as well as on the similarities and differences of author identity constructed with interactional metadiscourse. The findings are as follows: (1) from the frequencies of interactional metadiscourse, Chinese masters employ significantly fewer hedges, boosters, attitude markers, and self-mentions in their academic writing than international journal authors, while utilizing markedly more engagement markers. Regarding the subcategories of attitude markers, the two author groups possess notable differences in judgment markers, appreciation markers and affective markers, in which the significant difference in judgment markers is relatively low. The results suggest that the frequency of interactional metadiscourse utilized by Chinese masters in academic writing is inferior to that by international journal authors. (2) The identity categories constructed with interactional metadiscourse by the two author groups are in the descending order of researcher, interactor, and evaluator. Compared with international journal authors, significant differences are discovered in the identities of self-initiated interactor, other-initiated interactor, self-evaluator, other-evaluator, cautious originator, and confident researcher constructed by Chinese masters, whereas no difference is found in the careful advisor identity constructed by the two author groups. This study enriches the research of interactional metadiscourse from the perspective of identity construction, and the findings could provide references for improving students’ awareness of academic writing.
32
Boginskaya, Olga A. "Cross-disciplinary variation in metadiscourse: A corpus-based analysis of Russian-authored research article abstracts." Training, Language and Culture 6, no. 3 (September 22, 2022): 55–66. http://dx.doi.org/10.22363/2521-442x-2022-6-3-55-66.
Full textAbstract:
The article deals with metadiscourse variation in academic texts across disciplinary boundaries. Its main focus is on the distribution of metadiscourse markers in Russian-authored academic prose in the field of applied linguistics and engineering. The study assumes that the distribution of metadiscourse devices is determined by disciplinary norms. The theoretical basis of the study is Hyland’s taxonomy of metadiscourse markers. With the aim of investigating metadiscourse in English-medium research article (RA) abstracts by Russian authors, the present study adopted a combination of quantitative and qualitative methods. The results revealed that RA abstracts feature four types of metadiscourse markers whose distribution varies across two disciplines representing the humanities and hard sciences. The study also investigated the degree of familiarity of linguistics and engineering scholars from leading Russian universities with metadiscourse devices and their awareness of the need to use them in research articles. To achieve this goal, a survey was conducted to obtain data on knowledge of metadiscourse as a discursive strategy. The findings carry therefore pedagogical implications for academic writing course designers and instructors and can enhance non-native English writers’ knowledge of academic writing conventions in the discipline.
33
Fu, Xiaoli. "The use of interactional metadiscourse in job postings." Discourse Studies 14, no. 4 (August 2012): 399–417. http://dx.doi.org/10.1177/1461445612450373.
Full textAbstract:
Interactional metadiscourse resources in various contexts have gained increasing attention recently. However, little work has ever been done in investigating the use of interactional metadiscourse in job postings. Based on Hyland’s (2005a, 2005b) model, I propose the taxonomy of interactional metadiscourse which consists of two broad categories: stance features and engagement features, and seven sub-categories: hedges, boosters, attitude markers, self-mentions, reader-inclusive pronouns, questions and directives. Drawing on a detailed analysis of 220 job postings totaling about 77,100 words, together with 30 informants’ feedback of the attitude toward the use of interactional metadiscourse, the article explores the ways in which the writer interacts with the reader via interactional metadiscourse in this genre. The study has yielded some interesting results: in job postings, the occurrences of stance markers and engagement markers are close in frequency; within the genre, two sub-corpora of job postings (one is oriented to college students and the other is not) have demonstrated remarkable differences in terms of interactional metadiscourse use. Moreover, a distinction is made between macro-interactional metadiscourse and micro-interactional metadiscourse, which is useful in evaluating the interactionality of the text.
34
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 (April 13, 2021): 90–95. http://dx.doi.org/10.21070/jees.v6i1.1082.
Full textAbstract:
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.
35
Shahab, Sara, and Nader Assadi. "The Pragmatic Role Of Meta-Discourse Markers In The Attainment Of Persuasion: A Study Of An Iranian Newspaper Advertisement Headlines." JOURNAL OF ADVANCES IN LINGUISTICS 4, no. 1 (May 24, 2014): 290–300. http://dx.doi.org/10.24297/jal.v4i1.5208.
Full textAbstract:
The present study aimed at investigating the persuasive role of metadiscourse markers in an Iranian newspaper advertisement headlines; say, Hamshari. To achieve the afore-mentioned purpose, the study adopted Fuertes-Olivera, et. al. (2001)s framework of pragmatic elements of advertising which is, in turn, adapted based on Jakobsonian communication model of the advertising discourse, and Fuertes-Olivera et al. (2001)s framework suggesting different functions of metadiscourse in advertising English. The selected examples showed that while textual metadiscourse helps addressees to interpret headlines within the constraints of genre and epistemology, interpersonal metadiscourse provides a kind of balance between informing and persuading the addressees. Moreover, the findings indicated a variety of metadiscourse strategies used by the advertisers in order to persuade prospective customers, including person markers, hedges, emphatics, endophoric markers and evidents. Regarding pedagogical implications, the present study attempted to broaden the pragmatics of advertising discourse and to stress the important role of metadiscourse in EFL courses.
36
Tashi, Tshen, and Wannaprapha Suksawas. "An Analysis of Interactional Metadiscourse in Public Speaking: A Case Study in English Speeches of the Prime Minister of Bhutan." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 975. http://dx.doi.org/10.14419/ijet.v7i4.38.27620.
Full textAbstract:
Public speaking is an act of presenting a speech to an audience with the goal of altering attitudes, actions, and sentiments, and to leave them inspired by words and impressed by meanings[1]. In general, speakers add metadiscourse markers into their speech to make it comprehensible to the audience rather than a mere exchange of information. This study principally investigated interactional metadiscourse markers used in the English speeches of Mr. Tshering Tobgay, the Honourable Prime Minister of Bhutan, delivered to international audiences on a variety of different topics. The present qualitative descriptive research focused on textual analysis using the metadiscourse model of Hyland[2] and the Appraisal theory of Martin and White[3]. The results of the study showed attitude markers ranked the highest followed by engagement markers, self-mentions, boosters, and hedges. Moreover, the study also revealed that the topics of his speeches influenced the use of the interactional metadiscourse markers of the speaker. In general, this study highlighted elements of metadiscourse markers used by the leader of the country in delivering public speeches. The present study contributed to the existing body of literature related to metadiscourse analysis, especially of spoken texts. The information from this research can be of benefit to language learners, teachers and speakers in general, who are passionate about developing speaking skills.
37
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 (January 24, 2021): 21. http://dx.doi.org/10.24191/ajue.v16i4.11946.
Full textAbstract:
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
38
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.
Full textAbstract:
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.
39
Saidi, Mavadat, and Niloofar Karami. "Interactional Metadiscourse Markers in Applied Linguistics Reply Articles." Language Teaching Research Quarterly 22 (November 2021): 64–77. http://dx.doi.org/10.32038/ltrq.2021.22.05.
Full textAbstract:
A published research article is not the final product in the knowledge dissemination circle. One genre entailing negotiation of academic outcomes is reply articles which seem to carry an evaluative burden (Khosravi & Babaii, 2017) and provide the academics with an opportunity to communicate their comments and criticisms on the published research findings. Nevertheless, it seems to have been underestimated compared to other genres in academic discourse communities. Attempting to fill this void, the current study attempted to investigate the frequency of interactional metadiscourse markers in 19 reply articles published in academic journals in applied linguistics from 2016 to 2021. Coding the interactional resources of Hyland’s (2005) interpersonal model of metadiscourse revealed that self-mentions were the commonest interactional metadiscourse markers followed by hedges, boosters, engagement markers and attitude markers in the reply articles. The study contributes to the existing literature by corroborating the genre-specific nature of interactional metadiscourse and has implications for the academic reading and writing course designers and material developers.
40
Istiani, Riski, and Dian Puspita. "Interactional Metadiscourse used in Bloomberg International Debate." Linguistics and Literature Journal 1, no. 1 (June 29, 2020): 13–20. http://dx.doi.org/10.33365/llj.v1i1.160.
Full textAbstract:
In delivering an argument, several things must be known, such as the theme, the purpose, and the content of the argument in a debate. Since debate demands critical thinking, debaters need to consider their words’ choice in delivering their argument. In that case, this research aims to analyze the uses of interactional metadiscourse markers that are applied in the Bloomberg International Debate. In doing the analysis, the writers used the descriptive method and proposed Hyland’s theory (2005). As the result of the research, it shows that the most speaker who is producing interactional metadiscourse markers is Ella Cox, followed by John Allan and then Ndidie Okezie and finally Auday and Rus Ma. Although there are three speakers in each team (both proposition and opposition), it seems that the third person on each team only as support and the one who then summarizes the result of the debate for each team. Further, related to the uses of interactional metadiscourse, the most used of the interactional dimension markers is self-mention, followed by booster, hedges, and booster.Keywords: Bloomberg, critical thinking, debate, interactional metadiscourse, metadiscourse markers
41
Shahid, Muhammad Imtiaz, Hafiz Muhammad Qasim, and Muhammad Hasnain. "Whites and Browns: A Contrastive Study of Metadiscourse in English Newspaper Editorials." Register Journal 14, no. 1 (May 5, 2021): 25–42. http://dx.doi.org/10.18326/rgt.v14i1.25-42.
Full textAbstract:
Metadiscourse is an interesting field of inquiry that is believed to play a vital role in organizing and producing persuasive writing. It is a set of linguistic devices used to communicate attitudes and mark the structural properties of a text. The study aimed to investigate whether native and non-native varieties of English varieties are similar or different from each other from the perspective of interactional meta-discourse markers. The study as contrastive rhetoric research scrutinized a corpus of 900 newspaper editorials (450 written in native English newspapers and 450 written in non-native English newspapers). Editorials were culled from 15 native English newspapers belonging to three native English countries, England, America, and New Zealand, and 15 non-native English newspapers belonging to three non-native English countries, Pakistan, India, and Sri Lanka. Based on the model of metadiscourse given by Hyland (2005), interactional metadiscourse resources were analyzed. The frequencies of interactional metadiscourse markers in both native and non-native varieties were counted and compared with each other. The results disclosed that there were worth-pointing differences between the native and non-native English editorialists in the use of interactional metadiscourse markers. Two different varieties of English editorials showed variations particularly in the use of hedging and self-mention markers. On the whole, findings suggested that the use of interactional metadiscourse markers in native English editorials were more frequent than those in non-native English editorials which made their writings more appealing and convincing context.Keywords: metadiscourse; native; non-native; newspaper; editorials
42
Sine, Junaity Soften, and Rosdiana Mata. "Metadiscourse Markers: Frequency and Errors Made by EFL Students." Journal of Foreign Language Teaching and Learning 7, no. 2 (July 31, 2022): 138–59. http://dx.doi.org/10.18196/ftl.v7i2.14403.
Full textAbstract:
To present a skillfully written abstract, an author should apply some strategies. One of them is the application of Metadiscourse Markers, which provides readers with linguistic features that will help them quickly get the gist of the entire research. Studies have examined the metadiscourse markers in abstracts of theses and published article journals written by Indonesian, but only a few used a corpus-based approach and analyzed the errors simultaneously. This study, therefore, aimed at finding the frequency of Metadiscourse Markers and grammatical errors made by Accounting Department students of Kupang State Polytechnic in their final papers’ abstracts. A corpus-based approach was applied by using AntConc Version 3.5.9 concordance tool. The study showed that interactive markers occurred more frequently than interactional resources. Moreover, grammatical errors were related to applying punctuation (comma), plural forms, verb tenses, and modality. This study suggests the teaching material includes the features of Metadiscourse Markers in abstract writing and further emphasizes the grammar on topics where students performed errors.
43
Rasooyar, Hosna, and Esmail Hosseini. "Investigating interpersonal metadiscourse markers in English M.A. theses: The case of transition markers." Global Journal of Foreign Language Teaching 9, no. 4 (November 4, 2019): 184–92. http://dx.doi.org/10.18844/gjflt.v9i4.4089.
Full textAbstract:
This study aimed to know which types of transition markers (i.e., and, since, hence, in addition and then) were more frequently used in English M.A theses. To do this study, the researcher collected 30 English M.A theses which were written by Iranian students from Azad University of Kermanshah. Hyland’s (2005) interpersonal model of metadiscourse was used in this study. Identifying each type of transition markers was used more, the teacher analysed the so-called texts by utilising one of the Cutting-Edge softwares. Next, the frequency of transition markers was calculated by AntConc, one of the simplest and easiest corpus analysis toolkits. The outcome of the study was revealed that 6924 transition markers were found. The transition marker of ‘and’ was the most frequent and the transition marker of ‘hence’ was the least frequent. Furthermore, the results of Chi-square test indicated that transition markers were not equally used in English M.A theses. The implication of the study suggests that using concordance software can make English teachers aware of high-frequency and low-frequency vocabularies.
Keywords: AntConc software, metadiscourse, transition markers
44
Kostareva, Elena V., and Tatiana I. Utkina. "Metadiscourse use in argumentative essays written by Russian students at different levels of ESAP study of economics." Brno studies in English, no. 1 (2022): 71–92. http://dx.doi.org/10.5817/bse2022-1-4.
Full textAbstract:
The present study investigates metadiscourse use in argumentative essays written by Russian students at different levels of the ESAP study of economics. Text analysis approach and formal error analysis are applied to the metadiscourse use – its type, frequency, and accuracy. The study specifies the differences in the usage of metadiscourse markers by writers representing nonprofessional and novice ESAP students of economics, which are mainly due to disciplinary practices, the interference from L1 writing conventions in the knowledge domain of economics and instructions provided by ESAP teachers. It also gives the interpretation of formal errors in the most indicative groups of metadiscourse markers. The study has important practical implications for developing EFL students' metadiscourse competence in the target language academic writing.
45
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.
Full textAbstract:
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.
46
Abdullah, Dr Saad S. "A Pragmatic Analysis of Metadiscoursal Markers (Hedges and Boosters) in Linguistics and Biology MA Theses: A Linguascientific Corpus –based Study." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 1173–85. http://dx.doi.org/10.9756/int-jecse/v14i1.221134.
Full textAbstract:
Metadiscourse or discourse reflexivity is a fundamental property by which writers project themselves into their discourse to signal their understanding of their material and their audience. The study seeks to explore how advanced second language writers employ metadiscoursal markers (particularly hedges and boosters) in two different disciplines: biology and linguistics in a corpus of (30) master theses written by Iraqi MA students with an emphasis on three challenging parts: introduction, results and discussion, and conclusion. In order to show how differences of disciplines or fields of knowledge affect the pattern of usage of metadiscourse in the academic writing produced by novice MA students, the study utilizes a discourse analysis of the written texts with contrastive analysis. Such an analysis reveals the discourse features that distinguish their genre from others and also points to the disciplinary variation with this genre. Reliability is ensured by using two types of test: Chi – square test. The statistical results reveal that metadiscourse is an effective academic phenomenon writers employ to present themselves, their positions, and their readers. It has also been shown that there are significant differences in using hedges and boosters between the two disciplines, e.g. biology and linguistics. In the light of the study findings, it has been recommended that special attention should be paid to such markers, particularly at the advanced levels of the academic writing so as to develop the students ' pragmatic competence.
47
AlJazrawi, Dunya A., and Zeena A. AlJazrawi. "The Use of Meta-discourse An Analysis of Interactive and Interactional Markers in English Short Stories as a Type of Literary Genre." International Journal of Applied Linguistics and English Literature 8, no. 3 (May 31, 2019): 66. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.3p.66.
Full textAbstract:
The present study investigated the frequency and type of metadiscourse markers in short stories as a kind of literary genre and how these markers are used by short story writers to produce persuasive texts. It is a pioneering study, since very few studies in the literature tackled literary genre and no study involved analyzing short stories. The corpus of 88,940 words consisted of 18 short story texts written by the three famous American authors Edgar Allan Poe, Mark Twain and Raymond Carver. To analyze this corpus, Hyland’s (2005) comprehensive model of metadiscourse was used. Results of the study indicated that metadiscourse markers are employed by short story writers to produce coherent texts and to make their stories persuasive. These results agreed with those of previous studies that involved literary texts indicating that metadiscourse markers are used frequently in such texts. The study findings proved that short stories are considered as persuasive texts not only due to non-linguistic factors, such as transportation, but also due to a linguistic one, namely, the use of metadiscourse markers. This finding is the most significant one, since it refutes the opinion that short stories are persuasive texts solely due to transportation and other similar factors.
48
Assassi, Tarek, and Kenza Merghmi. "Formulaic Sequences and Discourse Markers in Applied Linguistics Research Papers. A cross-linguistic corpus-based analysis of native and non-native authors published articles." Academicus International Scientific Journal 27 (January 2023): 154–75. http://dx.doi.org/10.7336/academicus.2023.27.10.
Full textAbstract:
Metadiscourse markers and their importance to academic writing are essential research subjects nowadays. The current corpus-based study aims at identifying interactional and interactive metadiscourse markers in terms of frequency and function in the abstract section of published research articles in applied linguistics developed by Algerian, Saudi, and Native researchers. 20 research articles for each group, with a total of 60 articles have been randomly selected and compiled as the research corpus for this study, then analyzed qualitatively and quantitatively using AntConc.3.2.4 relying on Hyland’s classification of metadiscourse markers. As a comparative study, the research considered the abstracts written by natives as a benchmark and attempted to find an answer to the main inquiry related to the frequency of use of metadiscourse devices by Algerian and Saudi researchers in comparison to their Native counterparts. The main research results showed how close were Algerian abstracts to native ones in terms of using endophorics, frame markers, code glosses, hedges, attitude markers, and self-mentions. While Saudi abstracts were close to the benchmark only in two markers that are transitions and engagement markers. The rest of the devices were shown to be far from the native norm in both cases. The findings also revealed that the use of metadiscourse markers is not the only indicator of papers publication rate in indexed journals by comparing the corpus analysis results to the source of the articles (journals), to find that even if Algerian researchers publish less in high indexed journals in comparison to Saudis, they are still closer in using markers to the natives as a benchmark.
49
Korau, Shehu Muhammad, and Muhammad Mukhtar Aliyu. "Use of Metadiscourse in the Persuasive Writing of Nigerian Undergraduates." English Language Teaching 13, no. 4 (March 26, 2020): 104. http://dx.doi.org/10.5539/elt.v13n4p104.
Full textAbstract:
Persuasive writing is a very important prerequisite for undergraduates in their academic life endeavour. For the students to effectively compose good persuasive writing, they need to understand and employ metadiscourse appropriately in their writing. However, a large number of Nigerian undergraduates face lots of challenges in using metadiscourse in their writing. Therefore, this study investigated the use of metadiscourse in the persuasive writing of Nigerian undergraduates, by examining the relationship between the frequency of metadiscourse used and the persuasive writing quality. The participants of the study are second-year students of English in one of the Nigerian Universities. The data used in the study were collected through the participants’ written persuasive essays. The essays were analyzed by highlighting all the metadiscourse used in the texts. The findings indicate that the participants’ persuasive essays have a low deployment of metadiscourse which also correlates with their persuasive writing quality. It was observed that almost all the metadiscourse markers were underutilized by the participants such as endophoric markers, evidential, code glosses, hedges and self-mention. Some other metadiscourse were left out in some of the participants' persuasive essays. The study highlights some benefits of the use of metadiscourse and some implications that would improve the teaching and learning of metadiscourse, particularly in the Nigerian setting.
50
Wu, Xinxin, and He Yang. "Unpacking the Functions of Personal Metadiscourse in Teachers’ Classroom Discourse." Sustainability 14, no. 20 (October 19, 2022): 13502. http://dx.doi.org/10.3390/su142013502.
Full textAbstract:
This paper reports on a corpus-driven study on teachers’ use of three personal metadiscourse markers, namely, engaging you, inclusive-we, and self-mentioning I, in teachers’ classroom discourse. The analysis is based on eight sessions of teacher contributions to classroom discourse from four native English-speaking English for Academic Purposes (EAP) teachers in the UK. A quantitative analysis shows that teachers unanimously attach great importance to actively engaging students in classroom instructions. The qualitative analysis identified four types of metadiscourse functions in relation to teacher–student(s) interactions, including managing comprehension, managing students’ responses, imagining scenarios, and managing students’ discipline, which were further divided into nine sub-categories. This study extends the scope of existing research on personal metadiscourse functions and enriches metadiscourse research in formal instructional settings, thereby enhancing our understanding of personal metadiscourse use in spoken academic genres. Moreover, it may also provide insights for researchers and practitioners in EAP teaching by providing a fine-tuned functional categorisation of personal metadiscourse markers.