Interactive metadiscourse in research articles: A comparative study of paradigmatic and disciplinary influences

Cao, Fangli; Hu, Guangwei

doi:10.1016/j.pragma.2014.02.007

Cited by 139 publications

(89 citation statements)

References 38 publications

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“…A research paradigm, which can be defined as 'a shared belief system or set of principles on what problems are to be investigated and how to investigate them' (Cohen et al, 2013: 13), can influence the construction of disciplinary knowledge-making practices in social science research articles (RAs). This definition of a research paradigm is consistent with those given in previous studies that investigated paradigmatic influences on metadiscourse in RAs (Cao and Hu, 2014;and Hu and Cao, 2015). As Gray (2015: 6) noted, 'little attention has been paid to the possibility that research articles themselves are not a monolithic concept'.…”

Section: Introductionsupporting

confidence: 72%

“…There are multiple research paradigms in the social sciences; however, the quantitative and qualitative paradigms are considered the two major paradigms in the discipline of education (Cohen et al, 2013;and Creswell, 2009). Quantitative and qualitative paradigms govern the methodological procedures applied in research, and influence the discoursal and rhetorical conventions of RAs (Cao and Hu, 2014;Cohen et al, 2013;Gray, 2013Gray, , 2015and Hu and Cao, 2015). Hu and Cao (2015) found that the quantitative RAs in the disciplines of applied linguistics, education, and psychology included significantly more stance markers than the qualitative RAs; however, their focus was mostly on single words (e.g.…”

Section: Review Of Previous Studiesmentioning

confidence: 99%

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Paradigmatic influences on lexical bundles in research articles in the discipline of education

Çandarlı¹,

Jones²

2019

Corpora

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Lexical bundles are pervasive in English academic writing; however, little scholarly attention has been paid to how quantitative and qualitative research paradigms influence the use of lexical bundles in research articles. In order to investigate this, we created two equal-size corpora of research articles in the discipline of education. We examined four-word lexical bundles in terms of their structural characteristics and discourse functions in the quantitative and qualitative research articles published in international English-medium journals. We attribute intra-disciplinary variations in the use of lexical bundles to the knowledge-making practices that are specific to quantitative and qualitative research articles. This paper provides further evidence that the research article is not a unitary construct. The results have implications for academic writing, and corpus building and design in academic discourse. One of the key implications of this study is that L2 novice writers need to take into account the influences of research paradigms on the use of lexical bundles when writing research articles for English-medium journals in the discipline of education.

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Section: Introductionsupporting

confidence: 72%

Section: Review Of Previous Studiesmentioning

confidence: 99%

Paradigmatic influences on lexical bundles in research articles in the discipline of education

Çandarlı¹,

Jones²

2019

Corpora

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“…Cao and Hu (2014) compared the use of interactive metadiscourse markers in 120 quantitative and qualitative research articles across three social science subfields: applied linguistics, education, and psychology. The findings showed cross-paradigmatic and cross-disciplinary differences in the occurrence of frame markers, code glosses, transitions, endophorics, and evidentials.…”

Section: Literature Reviewmentioning

confidence: 99%

An Investigation of Metadiscourse Features in International Postgraduate Business Students’ Texts

Alyousef

2015

Sage Open

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Metadiscourse analysis reveals the way writers engage with different texts and communicate with each other. Examining these linguistic resources is important because they play a vital role in maximizing the learning experiences of students in the Master's program in Accounting. Yet, there is a lack of research investigating these features in a key topic in the Principles of Finance course: management reports that encompass tables and graphs. This study explores the use of metadiscourse markers in three multimodal management reports written by 10 international Master's of Accounting students. It employs Hyland and Tse's model and Hyland's model for the multimodal analysis of metadiscourse markers in finance texts. The findings show a high frequency of interactive and interactional markers in the orthographic texts compared with a lack of implicit interactive markers and a high frequency of implicit interactional markers in the tables and graphs. Implications for the teaching of English for Business Purposes (EBP) are discussed. Keywords metadiscourse analysis, multimodal business discourse, linguistic analysis, interactive and interactional markers

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“…Before considering the Appraisal framework, it is important to consider the larger context of source use in academic texts, which has been extensively researched according to genre (Cao & Hu, 2014), discipline (Hyland, 2005), and writer (novice vs. expert, native vs. non-native speakers) (Lee, 2010;Petrić, 2012;Swales, 2014). In general, source use, including use of quotations, varies by discipline and type of writer.…”

Section: Source Use In Writingmentioning

confidence: 99%

Using the Appraisal framework to analyze source use in essays: a case study of engagement and dialogism in two undergraduate students’ writing

Mori¹

2017

Functional Linguist.

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A key element of academic writing involves incorporation of external voices, which is a complex rhetorical and linguistic task. Student writers must face this challenge of using sources to strengthen their own arguments. Appraisal, specifically Engagement, provides a useful framework for analyzing source use in texts, as it considers evaluation and dialogic voicing. This article describes a semi-ethnographic case study that contrasts two undergraduate writers and their writing drafts. Results show similarities and differences based on the linguistic abilities of the students and their experience in writing, but overall improvement in terms of dialogic voicing in the final drafts. Applications to research and instruction for ESL and mainstream writing are discussed.

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Interactive metadiscourse in research articles: A comparative study of paradigmatic and disciplinary influences

Cited by 139 publications

References 38 publications

Paradigmatic influences on lexical bundles in research articles in the discipline of education

Paradigmatic influences on lexical bundles in research articles in the discipline of education

An Investigation of Metadiscourse Features in International Postgraduate Business Students’ Texts

Using the Appraisal framework to analyze source use in essays: a case study of engagement and dialogism in two undergraduate students’ writing

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