Metadiscourse：亚言语、元话语，还是元语篇?

Metadiscourse中文译名的不统一，不仅给文献检索，而且给这一语言现象的理解造成了困难。本文首先简述了术语翻译的规范性问题，然后从构词和功能的角度，对metadiscourse一词进行了分析。本文意在引起同行们的思考和商榷，进一步推进对metadiscourse的研究。

A Corpus-based Analysis of Discourse Strategies in Theoretical RAs:from Metadiscourse Perspective

Using the Hyland & Tse's classification of metadiscourse,the present study conducts a corpus-based analysis of RAs with non-IMRD structure from the perspective of metadiscourse analysis,in order to probe into the employment of discourse strategies and their corresponding communicative goals.

Use of metadiscourse markers in allocating SLA learners＇ attention

Metadiscourse markers which are some linguistic devices deal with the explicitness of text-organization, writer-reader interaction, and subsequently to the clarity and coherence of a text, can guide readers＇ attention. The aim of this paper is to discuss how the use of metadiscourse markers in a text can help learners allocate their limited attention on the important information during the process of reading.

A Rhetorical Analysis of Shu Pu: Exploring Interpersonal Metadiscourse as a Dimension of Ethos

This paper examines how Sun Guoting employs interpersonal metadiscourse to realize the credible appeal in his treatise Shu Pu.The findings of the research indicate the credible appeal aided by this metadiscourse helps illuminate the rhetorical success of Shu Pu.Certainty markers as well as attitude markers prevail,which contribute to the ethos of a determined,upright and passionate calligraphy critic,scholar and supervisor.Meanwhile,hedges,commentaries and attributors of interpersonal metadiscourse also carry credible meanings for Sun’s readers,though used less frequently.

A Corpus-based Study of Interactional Metadiscourse in Dissertation Abstracts

Although much previous research has examined the expression of interactional metadiscourse in different registers,little is known about the ways writers express interactional metadiscourse in part-genres such as dissertation abstracts.This study explores interactional metadiscourse in doctoral students’English dissertation abstracts in material science and applied linguistics.The analysis is based on two self-built corpora of student writing:60 dissertation abstracts in material science and 60 dissertation abstracts in applied linguistics.Using Hyland’s(2005)model of interactional metadiscourse,this study compared the employment of metadiscourse resources in the two corpora.Findings of the analysis show that the students in applied linguistics use significantly more interactional devices than their material science counterparts.For each type of interpersonal resource,namely,hedges,boosters,attitude markers,self-mentions and engagement markers,significant differences were found.The results reveal students’increasing awareness of the authorial identity in academic writing.The study has practical implications for the teaching of academic writing.

An Appraisal of Metadiscourse

Metadiscourse is an umbrella term to refer to all language forms that realize the interaction between writer and reader,writer and texts, and reader and texts. However, since its birth, different definitions have been proposed for this term. By analyzingvarious definitions, a clearer picture is presented of the nature of metadiscourse, which still calls further clarification though.

A Study of Metadiscourse in Business English Negotiation

This thesis uses Hyland's(2008) interpersonal model of metadiscourse to collect and analyze the metadiscourse resources employed in BE negotiation. The author aims to analyze the distribution and the utilization of metadiscourse resources in BE negotiation and wishes this research would play a positive and useful role in coming up with better strategies for the efficient and successful BE negotiation.

A top-secret game:metadiscourse analysis of the contractual discourse of purchasing 100 shares of the Suez Canal Company in 1947

This paper examines categories and functions of interactive and interactional textual elements used in the contractual discourse of selling/purchasing 100 shares of the Suez Canal Company in 1947.The exchanged documents between the involved parties,the Egyptian(buyer)and the American(seller),are analyzed using Metadiscourse Analysis(MDA)as an approach to analyzing the textual resources used in the selected corpus.Game Theory is also used in conjunction with MDA to allocate the strategic behaviors of the players within the competitive contextual surroundings of the selected discourse.The analysis explains the structural constructions of the correspondences exploring how interactional relations between the participants are linguistically crafted.The analysis of the contract discourse is argued to contribute to econo-linguistics by examining how MDA and Game Theory can be integrated to construe/construct discourses about economics.The article concludes that metadiscourse resources enable the discourse of contracts to maintain a dialogic interactional language between the seller and the buyer.This interaction assimilates a game where the author and the reader(or players)exchange moves strategically to reach the target payoff.Thus,it can be argued that integrating MDA and Game Theory benefits econo-linguistics in highlighting hidden agendas and understanding interactive and interactional meanings in the discourse.

Metadiscourse Use in English Job Applications

Under the theoretical framework of Hyland＇s interpersonal model of metadiscourse, an in-depth analysis of the distribution and characteristics of metadiscourse in English job applications is carried out. The findings show that metadiscourse is frequently used in English job applications and these resources have different occurrence frequencies. The writers use more interactional metadiscourse than interactive metadiscourse. Among all the metadiscourse subcategories, self-mentions, transitions and hedges are frequently used. The analysis demonstrates that all metadiscourse resources seem to stress the interpersonal potential in order to convey a persuasive message under an informative mask. It is also shown that metadiscourse use is genre-constrained and the writer＇s writing purpose.

Metadiscourse Use in L2 Student Essay Writing: A Longitudinal Cross-Contextual Comparison

This paper investigates developmental patterns of metadiscourse use in Chinese students’EAP writing in an English medium university,in comparison with English majors’EFL writing in mainstream state universities and L1 student writing in UK universities.Taking a longitudinal and cross-contextual perspective,the study explores corpora of L1 and L2 student writing gathered from three sources:EAP essays written by Chinese undergraduate students at an English Medium Instruction(EMI)university;argumentative essays written by English majors in the Written English Corpus of Chinese Learners(WECCL);and academic essays of English L1 students from the British Academic Written English(BAWE)corpus.Hyland’s(2005 a)model of metadiscourse was adopted to identify interactive and interactional devices in each corpus,and results were compared between different levels as well as across the corpora to reveal developmental features.Findings show marked differences in metadiscourse use between Chinese EMI students’EAP essays and English major students’EFL essays in mainstream state universities,whereas a similar pattern of use occurred in EAP essays and English L1 student academic essays.Significant changes were also found between different year levels in two L2 essay corpora.The findings suggest that metadiscourse use in L2 writing had developmental trajectories distinctive to different institutional contexts,with EAP instruction in the EMI institution having mixed effects on Chinese students’awareness and use of metadiscourse in essay writing.

AN EMPIRICAL STUDY OF THE ROLE OF METADISCOURSE IN LISTENING COMPREHENSION

本研究以142名英语专业学生为对象,探讨了元语篇对听力理解的作用。全体学生分为两组,分别听同一个TEM8(Test for English Majors-Grade 8)微型学术讲座的不同版本(含元语篇和不含元语篇)并完成相同的任务和问卷调查。研究结果表明:1)两组学生听力理解率差异达显著水平;2)元语篇能辅助话题熟悉程度提高听力理解率;3)元语篇对不同语言水平学生提高听力理解率的贡献有差异;4)学生能无意识感知讲座中元语篇的有无并据此判断讲座质量的优劣。以上结果对外语教学的启示意义在于:语篇理解过程中,篇章组织的相关知识与背景知识同样重要;由于语篇理解受多个变量的影响,仅元语篇的出现并不一定总能保证好的理解效果。因此,教学中在重视对学生进行语言形式和语言意义训练的同时,更应注重对其逻辑思维以及综合素质的训练。