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Metadiscourse in persuasive essays by elementary students in South Korea and the US

References Chang, S.-J. (1989). Contrastive analysis of Korean and English. Hong Dae Non Chong, 21(1), 239-251. Cho, J.-Y. (2005). A study on observation of elementary school writing classes. Journal of Elementary Korean Education, 28, 339-369. Choi, Y.-H., & Ko, M.-S. (2005). Hedging in EFL academic writing of Korean postgraduates. English Teaching, 60(1), 3-27. Crismore, A., Markkanen, R., & Steffensen, M. S. (1993). Metadiscourse in persuasive writing: A study of texts written by American and

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Comparative Genre Analysis of Research Article Abstracts in More and Less Prestigious Journals: Linguistics Journals in Focus

References Abarghooeinezhad, Mahjoobeh and Shahla Simin. 2015. A structural move analysis of abstracts in electronic engineering articles. International Journal of Research Studies in Language Learning 4 (4). 69-80. Al-Ali, Mohammed N. and Yara B. Sahawneh. 2011. Rhetorical and textual organization of English and Arabic PhD dissertation abstracts in Linguistics. Sky Journal of Linguistics 24. 7-39. Alotaibi, Hmoud. 2015. Metadiscourse in Arabic and English research article abstracts. World Journal of English Language 5(2). 1-8. Al

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Expert-Like Use of Hedges and Boosters in Research Articles Written by Polish and English Native-Speaker Writers

References Abdollahzadeh, Esmaeel. 2011. Poring over the Findings. Interpersonal Authorial Engagement in Applied Linguistics Papers. Journal of Pragmatics 43. 288-297. American Psychological Association. 2010. Publication Manual of the American Psychological Association (6th ed.). Washington DC: Author. Ӓdel, Annelie. 2006. Metadiscourse in L1 and L2 English. Amsterdam: John Benjamins. Bowker, Lynne and Jennifer Pearson. 2002. Working with Specialized Language: A Practical Guide to Using Corpora

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Metapragmatics of academic written discourse

Abstract

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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Cross-Cultural Variation in the Use of Hedges and Boosters in Academic Discourse

Velde. “Interactional metadiscourse in research article abstracts.” Journal of English for Academic purposes 9 (2010), 128-139. Print. Gotti, Maurizio. “Cross-cultural aspects of academic discourse.” Brno Studies in English 38 (2), (2012), 59-78. Print. Gray, Bethany and Douglas Biber. Current conceptions of stance. Eds. Hyland, Ken and Carmen Sancho Guinda. Stance and Voice in Written Academic Genres. Basingstoke: Palgrave Macmillan, 2012. 15-33. Print. Hewings, Ann, Theresa Lillis and Dimitra Vladimirou. “Who’s citing

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The Use of Hedging in Research Articles on Applied Linguistics

References Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. NJ:Erlbaum. Biber, D. (1988). Variation across Speech and Writing.Cambridge:Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511621024 . Biber, D. (2006). University Language: A Corpus-Based Study of Spoken and Written Registers. Amsterdam/Philadelphia: John Benjamins. http://dx.doi.org/10.1075/scl.23 . Blagojevic, S. (2004). Metadiscourse in academic prose: A contrastive study of academic articles written in English by English and

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Je ne suis pas Charlie. Metadiscourses of impoliteness following “France’s 9/11” in selected print media

Abstract

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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Conceptions of Speech Acts in the Theory and Practice of Argumentation: A Case Study of a Debate About Advocating

, 52(1), 91-96. Brussard, Peter F. & Tull, John C. (2007). Conservation biology and four types of advocacy. Conservation Biology, 21(1), 21-24. Craig, Robert T. (1996). Practical-theoretical argumentation. Argumentation, 10, 461-474. Craig, Robert T. (1999).Metadiscourse, theory, and practice. Research on Language and Social Interaction, 32, 21-29. Craig, Robert T. (2011). The uses of “argument” in practical metadiscourse. In Robert C. Rowland (Ed.), Reasoned argument and social change (pp. 76

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Literary Competence of Future Philology Teachers’ Professional Development (Based on the Educational Experience of Germany)

Abstract

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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Autonomous metacommunicative lexicon and its specifics in manipulative discourse

learning , 4, p. 1-17. Gnezdilova, Ya.V. (2014a). Cohesion of public metadiscourse. In Scientific journal of International Humanitarian University. Series: Philology , Odesa, Publishing house “Gel'vetyka”, 8(2), p. 218-220. / Gnezdilova, Ya.V. Koheziya publichnoho metadyskursu. In Naukovyi visnyk mizhnarodnoho humanitarnoho universytetu. Seriya: Filolohiya , Odesa, Vydavnychyi dim “Gel'vetyka”, 8(2), s. 218-220. / Гнезділова Я.В. Когезія публічного метадискурсу. In Науковий вісник міжнародного гуманітарного університету. Серія Філологія , Одеса: Видавничий дім

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