5,332 research outputs found

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

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    This 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

    A Comparative Study On Anglo And Non-anglo Academic Discourse

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    This article showed that Anglo dialogic academic discourse cannot be separated from several aspects such as linear, more personal, writer responsible and focus on form. This writing convention isunderpinned by cultural tradition. Anglo community is influenced by democratic thought pattern belong to Socrates, who stressed the writing as a medium of negotiating meaning and creating knowledge and truth.. Meanwhile, the monologic discourse is found to be produced in non-Anglo communities which have no long democracy tradition. This academic discourse is characterized by impersonal tone, digressiveness, reader responsible and focus on content.. It encourages writer to use writing as a medium of showing knowledge, in which reader do not necessarily need to be guided in explicit and direct way, and assuming that they are intelligent human whom there is nothing much to be directed, guided and explained

    Visual analytics of academic writing

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    This paper describes a novel analytics dashboard which visualises the key features of scholarly documents. The Dashboard aggregates the salient sentences of scholarly papers, their rhetorical types and the key concepts mentioned within these sentences. These features are extracted from papers through a Natural Language Processing (NLP) technology, called Xerox Incremental Parser (XIP). The XIP Dashboard is a set of visual analytics modules based on the XIP output. In this paper, we briefly introduce the XIP technology and demonstrate an example visualisation of the XIP Dashboard

    INTERACTIVE METADISCOURSE AND INTERACTIONAL METADISCOURSE CATEGORIES OF STUDENTS’ INTERNATIONAL PROGRAM SCHOOL BASED ON GENDER

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    ABSTRACTThe aim of this study was to develop further analyzing of metadiscourse categories in second language learners of International Program School of Muhammadiyah University Surakarta. Specifically, the researchers explored metadiscourse categories (interactive and Interactional) of students’ writing result at International Program of Muhammadiyah University Surakarta, the differences of metadiscourse categories with regard to gender (males and female) and factor affected metadiscourse in male and female. The researcher employed  Hyland’s metadiscourse model in analyzing students’ written form which consis of 10 male and 7 female students. The results revealed that  interactive metadiscourse consist of frame markers, transition markers, endophoric marker, evidendionals, and code glosses. Meanwhile, the interactional metadiscourse concist of boosters, edges, attitude markers, self-mentions and engagement markers. The researchers also revealed that the category of transition marker was the highest on female students since most female students learn at outside class such as at pondok pesantren.ABSTRAKTujuan penelitian ini adalah untuk mengembangkan analisis lebih lanjut terhadap kategori metadiscourse pada pembelajar bahasa kedua pada Program Internasional Sekolah Universitas Muhammadiyah Surakarta. Secara khusus, para peneliti mengeksplorasi kategori metadiscourse (interactive dan interactional) pada hasil tulisan mahasiswa, perbedaan kategori metadiscourse pada ”gender”  (laki-laki dan perempuan) dan faktor yang mempengaruhi metadiscourse pada laki laki dan perempuan. Para peneliti menggunakan model Hyland dalam menganalisis metadiscourse pada tulisan mahasiswa yang terdiri dari 10 laki-laki dan 7 perempuan. Penelitian ini menunjukkan bahwa interactive metadiscourse terdiri dari frame markers, transition markers, endhoporic markers, evidendionals, dan code glosses. Sementara itu interactional metadiscourse terdiri dari booseters, edges, attitude markers, self mentions dan engangement markers. Studi ini juga mengungkapkan bahwa penanda transition marker adalah yang tertinggi pada siswa perempuan karena kebanyakan para  siswa perempuan belajar di luar kelas seperti di pondok pesantren.  How to Cite: Suhono, Haikal.(2018). Interactive Metadiscourse and Interactional Metadiscourse Categories ff Students’ International Program School Based on Gender. IJEE (Indonesian Journal of English Education), 5(1), 81-91. doi:10.15408/ijee.v5i1.550

    Effect of metadiscourse on reading comprehension of Iranian EFL learners

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    Metadiscourse, known as discourse about ongoing discourse, has been the subject of discourse research from a wide range of perspectives. In academic contexts, knowledge of metadiscourse as a prominent feature of all types of academic discourse provides second language readers with information about writer’s attitudes towards the text and the readers. Over the past decade there has been a growing interest in conducting studies investigating different aspects of metadiscourse in relation to language learning. The present study hopes to contribute to the study of metadiscourse by investigating its effect on EFL learners’ reading comprehension (with three levels of reading proficiency: low, medium, and high) when faced two text types –academic and general. To this end, data were collected through two instruments, namely a TOEFL reading comprehension sample test and a reading comprehension test which consisted of two text types was developed for the purpose of this study. Two versions of this reading comprehension test were developed: one with metadiscourse enriched texts and the other with metadiscourse removed ones. The results of data analysis showed that students in all three levels of reading proficiency performed better on metadiscourse enriched test booklet than their counterpart groups who took the metadiscourse removed text booklet. In comparing students’ performance on metadiscourse removed text types, it was revealed that they did more poorly on academic metadiscourse removed test booklet than on general one. The findings of this study suggest that making students aware of metadiscoursal features of different text types enhances students’ reading comprehension

    THE USE OF REFLEXIVE METADISCOURSEBETWEEN ENGLISH AND INDONESIAN WRITERS IN ENGLISH JOURNAL ARTICLES

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    ABSTRACTFor second language writers to write English research articles (RAs), it seems really challenging for them to write academic articles by English. In order to make the good and understandable writing the use of metadiscourse is really important. Therefore, this study attempted to explore the comparison of using metadiscourse for two different authors, the English native and Indonesian authors in their RAs. This study focused on the introduction and discussion section only. It aimed to identify the differences between the authors and to investigate how they used metadiscourse in their texts.The subject of this study comprised in total, 10 introductions and 10 discussions from 10 journals which are 5 different articles for each English native journals and Indonesian journals. They are in the field of TESOL and applied linguistic. This study focused on Ädel (2006) reflexive metadiscourse model (i.e., personal and impersonal metadiscourse) as the analytical framework. This study found that the culture influenced the use between personal and impersonal metadiscourse. The English native authors used more personal metadiscousre. On the other side, the Indonesian authors seems comfortable to use impersonal one.Keywords: “impersonal metadiscourse”, “personal metadiscourse”, “reflexive approach of metadiscourse

    Interactional metadiscourse analysis of evaluative essays / Masliza Mat Zali... [et al.]

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    Metadiscourse is one of the linguistic features which helps to interact between the writer and reader and also to maintain the coherence of an essay. Every writer communicates with the reader and the writer can effectively reach his reader through metadiscourse. Since writing an essay only involved one way interaction between the writer and reader, it is a big challenge to ESL learners to write effectively and coherently. So it is interesting to study how the ESL learners produced the features of metadiscourse in their writing. In this study, an analysis of metadiscourse on a corpus of 200 evaluative essays done by UiTM Degree students from hard and soft science courses was carried on based on Hyland (2005)’s table of interactional metadiscourse. The purposes are to find out whether both groups of students use the same amount of metadiscourse and whether students from different course groups make any differences in their choice of metadiscourse as well as to investigate the most prominent and least of occurance of metadiscourse features produced by both of courses. The analysis revealed that soft science course students produced more metadiscourse features than hard science course students. It was also found that the students prominently used Selfmention and hardly found Attitude Markers in their writings. The study provides evidences as to the importance of metadiscourse in students’ writings and to create the awareness as to its usage in academic writing and also as a proposition for other cross-cultural studies

    Conversational linguistic analysis of spoken discourse in ESL professional communication / Syamimi Turiman

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    At the university level, various job interview training have been carried out to prepare future graduates for employment. However, the graduates' poor communication skills remain as one of the reasons for unemployment in Malaysia. Since job interviews are placed heavily on verbal exchanges between the interviewer and job candidate, the role that language plays in interaction is worth exploring. This study investigates the use of spoken metadiscourse in the Malaysian ESL job interviews to identify the types and frequencies of spoken metadiscourse employed; to examine the similarities and differences of metadiscourse across disciplines; and to explore how the metadiscourse features function in the said context. The data come from sixteen actual first-stage job interviews, whereby ten job interviews are from the technical discipline (i.e. science based profession) for the post of Plant Operation Engineer in a multinational company based in Malaysia; and six non-technical job interviews (i.e. social science and humanities job) for the post of English language lecturers in a public university in Malaysia. Corpus Linguistics and Corpus Analysis (CL/CA) methods were employed to analyse the textual and interpersonal metadiscourse in the corpus, both quantitatively and qualitatively. The quantitative findings revealed that the textual and interpersonal metadiscourse were used in the Malaysian ESL job interviews, but there were variations in the distribution and composition of metadiscourse in the two categories across disciplines. A notable finding was that the more detailed categories in the tentative metadiscourse framework proposed in the present study did prove useful in identifying similarities and differences in the use of metadiscourse across disciplines, and in explicating the metadiscourse subtypes which reflect power differences in job interview discourse. The qualitative analyses of metadiscourse which employed the CL/CA methods have revealed the specific functions and types of metadiscourse items occurring in the specific context throughout the job interview. CL/CA methods were found effective in investigating the use of metadiscourse in the Malaysian ESL job interviews. The study suggests that students at the tertiary level may benefit from explicit teaching of metadiscourse to enhance their communication skills. Training in the verbal aspects, specifically on metadiscourse in job interviews can be enhanced when learners are given the opportunity to reflect on their speech productions, so that they are better trained to gain control over their own language performance

    Studies on Metadiscourse since the 3rd Millennium

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    Metadiscourse refer to linguistic resources that are used to refer to the act and the context of writing about some subject matter. Study of metadiscourse provides a gateway for understanding interactional features of texts or speech, looking beyond the ideational dimension of texts at how writers characterize the world and function interpersonally. The ability of writers to use metadiscourse effectively, to control the level of personality in their texts by offering a credible representation of themselves and their ideas, is seen as a defining feature of successful writing (Hyland, 2008). This paper provides a literature review of the theories in modelling metadiscourse and the studies investigating metadiscourse for the past 15 years, and propose future research directions based on the review. Keywords: Metadiscourse, interactional features, literature revie

    Multimodal metadiscourse in digital academic journals on linguistics, engineering and medicine

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    [EN] The main objectives of this study are, first, to analyse the interactive metadiscourse devices used in engineering, medicine and linguistics and the identities represented; second, to identify the visual metadiscourse elements employed in the three identities constructed in the three specific settings and, finally, to classify and compare the multimodal metadiscourse used to cohere the different parts of digital academic discourse with the aim of guiding the reader textually as well as visually. To this end, academic papers were collected from journals which belonged to the specific fields of linguistics, engineering and medicine. The corpus was analysed to identify and classify the data. The results showed that there were in fact differences in the way academic writers used multimodal metadiscourse and constructed and represented their identity. The study revealed that engineers used visual metadiscourse more frequently, while linguistic researchers preferred the use of textual metadiscourse. Finally, conclusions were drawn.Funding and grant-awarding bodies: Ministerio de Economia y Competitividad, Spain. Research project FFI2016-77941-PCarrió-Pastor, ML. (2021). Multimodal metadiscourse in digital academic journals on linguistics, engineering and medicine. European Journal of English Studies. 25(5):259-277. https://doi.org/10.1080/13825577.2021.198825425927725
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