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The article focuses on the notion of metapragmatics in general, including three steps of metapragmatic analysis, and studies academic written metadiscourse in particular. Special attention is drawn to the delimitation of the main types of metacommunicative means, or meta-means, with an emphasis on their functional specifics in academic written discourse. The article concludes with a list of meta-means, which are most typical of this discourse type.
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Almost immediately after the Charlie Hebdo shootings of 7 January 2015, some print media made room for alternative opinions of what had happened. The articles and the discussions they inspired are replete with evaluations which lend themselves to analysis using methods and procedures of Politeness Theory. The paper examines an example of a metadiscourse of (im)politeness which questions the “moral orders” underlying the cartoonists’ as well as other participants’ social practices vis-à-vis their ideological foundations, esp. freedom of speech as one of the principal liberties of our society. To that end, the approach to politeness as “social practice” is employed which, while insisting on multiple understandings of politeness, places participants’ evaluations at the centre of politeness research.
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The author performs a theoretical analysis of the educational experience in philology teachers’ professional training in Germany in the context of solving scientific problem of literary competence development. Internal and external factors of this process have been determined both by socio-political realities, economic, philosophical, cultural, psychological factors, and the dynamics of the literary process in developed countries, content diversity of literary studies, methodological, aesthetic, methodological factors of mastering literature process have been emphasized. Particular attention has been paid to designing strategies for studying modern literature based on Bourdieu’s theory providing a detailed understanding of specific contexts and holistic understanding of the literary field due to metadiscourse analysis. Through the use of empirical data the process of literary field theory establishing in the German literature study has been explained, attention has been focused on reviewing the G. Grass’ latest novel by literary critics under the influence of external and internal factors of literary process development that specifies educational process of literary competence development.
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