Analyzing metadiscourse in L2 writing for academic purposes: Models and approaches

Shuyi Amelia Sun, Feng (Kevin) Jiang
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Abstract

Successful texts rely on writers’ ability to “control the level of personality in their texts, claiming solidarity with readers, evaluating their material, and acknowledging alternative views” (Hyland, 2004b, p. 133). The rhetorical ability to achieve this social interaction is now acknowledged to be both a key feature of academic writing and an important aspect of advanced academic literacy. Over the past three decades, metadiscourse has emerged as a robust model that has garnered increasing attention in applied linguistics, but prevailing views suggest different models and approaches open to us (Ädel & Mauranen, 2010). The openness warrants a review of these methodological issues. Therefore, this study explicates integrative and non-integrative models, delineates thin and thick methodological approaches, and demonstrates how these perspectives are operationalised through two tutorials. Our discussion concludes by highlighting potential avenues of the above-mentioned frameworks and methods in the future research of second language writing and academic discourse.

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分析以学术为目的的第二语言写作中的元话语:模式和方法
成功的文章有赖于写作者 "控制文章中的个性水平,与读者团结一致,评价他们的材料,并承认其他观点 "的能力(Hyland, 2004b, p.133)。现在,实现这种社会互动的修辞能力已被公认为是学术写作的一个关键特征,也是高级学术素养的一个重要方面。在过去的三十年中,元话语已经成为一种强有力的模式,在应用语言学中获得了越来越多的关注,但主流观点认为我们可以采用不同的模式和方法(Ädel & Mauranen, 2010)。这种开放性要求我们对这些方法论问题进行回顾。因此,本研究阐述了整合模式和非整合模式,划分了薄型和厚型方法论,并通过两个教程展示了如何将这些观点付诸实施。我们的讨论最后强调了上述框架和方法在未来第二语言写作和学术话语研究中的潜在途径。
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