The semantics and pragmatics of metadiscourse

Ifantidou, Elly

doi:10.1016/j.pragma.2004.11.006

Cited by 90 publications

(56 citation statements)

References 20 publications

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“…Chiang, 2003;Zhao, 2003;Yu, 2004in Tseng & Luo, 2006. However some more recent studies (Hyland, 2005;Ifantidou, 2005) A second shift with which we identify is away from a focus on identifying and classifying metadiscoursal language items and towards an emphasis on interpretation in context. Early investigations of writing from the perspective of metadiscourse, (e.g.…”

Section: Developing a Model For Analysismentioning

confidence: 85%

Metadiscourse repertoire of L1 Mandarin undergraduates writing in English: A cross-contextual, cross-disciplinary study

Wharton

2012

Journal of English for Academic Purposes

118

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A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP url' above for details on accessing the published version and note that access may require a subscription. AbstractThis article presents a qualitative, comparative study of metadiscourse in the academic writing of two groups of undergraduate students working in two different disciplines. The groups of students were: 1) Native speakers of Mandarin studying in China through the medium of English; 2) Native speakers of Mandarin studying in the UK through the medium of English. For each group of students, we examined writing undertaken in two undergraduate disciplinary courses: Literary Criticism and Translation Studies. Our aim was to extend research into English writing by L1 Mandarin speakers, and to identify patterns of difference and similarity both between educational contexts and between disciplines.Results suggest that patterns of metadiscourse use in our corpus are associated with both disciplinary and contextual factors, but that contextual factors may have a stronger effect than disciplinary factors. For our data, local institutional culture seems to have a noticeable influence on student writers' use of metadiscourse. 1.

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Section: Developing a Model For Analysismentioning

confidence: 85%

Metadiscourse repertoire of L1 Mandarin undergraduates writing in English: A cross-contextual, cross-disciplinary study

Wharton

2012

Journal of English for Academic Purposes

118

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“…Para Adël (2006) corresponde al texto acerca del texto en evolución y en ese sentido, implica preguntarse sobre cómo usamos el lenguaje para ayudar a nuestros lectores e interactuantes a procesar e interpretar lo que estamos diciendo (Hyland, 2005(Hyland, , 2017Ifantidou, 2005). Se diferencia del metalenguaje o de la función metalingüística jakobsoniana (Jakobson, 1985;Halliday, 1985) en tanto esta última es un recurso para hablar y reflexionar del lenguaje como objeto de análisis y no en su dimensión estratégica o interaccional (Harvey y Oyanedel, 2010).…”

Section: Introductionunclassified

Funciones del metadiscurso en la co-construcción identitaria en exámenes universitarios orales finales de pregrado: un estudio de caso

Duffy

Insúa

2017

Calidoscópio

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Este é um artigo de acesso aberto, licenciado por Creative Commons Atribuição 4.0 Internacional (CC BY 4.0), sendo permitidas reprodução, adaptação e distribuição desde que o autor e a fonte originais sejam creditados.Funciones del metadiscurso en la co-construcción identitaria en exámenes universitarios orales finales de pregrado: un estudio de caso Universidad de los Andes -Chile RESUMEN -Este artículo da cuenta de las funciones del metadiscurso en la co-construcción identitaria de profesores y estudiantes universitarios en exámenes orales finales de pregrado. La revisión de literatura diversa permite comprobar un escaso consenso en la definición de metadiscurso. Sin embargo, todos los autores considerados en este estudio coinciden en el rol crucial que le cabe en la conformación de interacciones. Es así que se postula una definición operativa de metadiscurso basada en los postulados de variados autores tales como Loureda, Fairclough, Hyland y Li y Wharton. Al mismo tiempo, se adhiere al concepto de identidad, en los términos planteados por Don Zimmermann. Asimismo, se considera el examen analizado como Macrogénero, de acuerdo con Martin y Rose. La metodología es cualitativa. El corpus analizado corresponde a dos exá-menes orales finales del área de Lingüística. Los resultados muestran dos tipos de metadiscurso: el que está asociado al propio hablar o a sí mismo y el que está orientado al contexto o a la práctica de la investigación. Las estrategias y comentarios discursivos cumplen diferentes funciones en la manera en que el candidato conceptualiza el conocimiento que requiere el examen, así como también en la construcción identitaria de los participantes de esta instancia evaluativa. Se concluye que las selecciones metadiscursivas permiten a los interactuantes posicionarse estratégicamente y crear alineamientos diversos.Palabras clave: oralidad académica, estrategias metadiscursivas, identidad, macrogénero.ABSTRACT -This article reports the functions of metadiscourse in the co-construction of identity among university teachers and students in final oral undergraduate exams. The review of literature evidences the limited consensus regarding the definition of Metadiscourse. However, all authors considered for this study do agree on the crucial role of Metadiscourse in the establishment of interactions. Thus, this paper offers an operational definition based on the assumptions presented by different authors such as Loureda, Fairclough, Hyland, and Li y Wharton. In addition, the concept of Identity in the terms expressed by Don Zimmermann is supported. Likewise, the analyzed examination is considered as Macrogenre in accordance with Martin y Rose. The corpus analyzed corresponds to two oral final undergraduate university exams in the area of Linguistics. The results show two types of metadiscourse: the first, based on one's speech or on oneself; the other, focused on the context or on research practice. Metadiscursive comments and strategies serve different functions while the candidate conceptualizes the requir...

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“…Metatext, or metadiscourse, is used to organise a text and help the reader interpret and evaluate it. Research on metatext/ metadiscourse has been carried out by a number of linguists (e.g., Williams, 1981;Vande Kopple, 1985;Clyne, 1987;Crismore and Farnsworth, 1990;Ventola and Mauranen, 1991;Mauranen, 1993a;Mauranen, 1993b;Intaraprawat and Steffensen, 1995;ValeroGarcés, 1996;Hyland, 1997;Bäcklund, 1998;Bunton, 1999;Hyland, 2000;Fuertes-Olivera et al, 2001;Crawford Camiciottoli, 2003;Hyland, 2005;Ifantidou, 2005); many of these studies focus on intercultural rhetorical differences in academic discourse, in which successful intercultural discourse production/reception is essential.…”

Section: Introductionmentioning

confidence: 99%

Grammatical Forms of Text-Organising Metatext: A Slovene-English Contrastive Analysis

Peterlin¹

2007

Slovenski Jezik

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Slovenski jezik -Slovene Linguistic Studies 6 (2007): 251-265V članku so predstavljeni rezultati slovensko-angleške kontrastivne analize slovničnih oblik, ki se pojavljajo v dveh vrstah metabesedilnih elementov, to so napovedi in sklici. Analiza je narejena na korpusu znanstvenih člankov. Glavne razlike so v rabi prihodnjega in sedanjega časa v napovedih ter v rabi preteklih časov in stavkov brez osebne glagolske oblike v sklicih.The paper presents the results of a Slovene-English contrastive analysis of grammatical forms found in two metatext categories: previews and reviews. A corpus of research articles (RAs) is used in the analysis. The main differences that emerge are in the use of the future and present tense in previews and in the use of past tenses and abbreviated clauses in reviews.

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The semantics and pragmatics of metadiscourse

Cited by 90 publications

References 20 publications

Metadiscourse repertoire of L1 Mandarin undergraduates writing in English: A cross-contextual, cross-disciplinary study

Metadiscourse repertoire of L1 Mandarin undergraduates writing in English: A cross-contextual, cross-disciplinary study

Funciones del metadiscurso en la co-construcción identitaria en exámenes universitarios orales finales de pregrado: un estudio de caso

Grammatical Forms of Text-Organising Metatext: A Slovene-English Contrastive Analysis

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