Metadiscourse is an important rhetorical resource in academic genres （Hyland， 2005; Mauranen， 1993b）. This monograph attempts to fill the gap of metadiscourse research in spoken academic genres by comparing the classroom metadiscourse used by native English speaking EAP teachers in the UK artd non-native English-speaking EAP teachers in China. Specifically， the current research primarily compared the frequencies and distributions of metadiscourse markers across the two groups of teachers and discussed potential reasons for their similarities and variations. This research is based on a self-compiled corpus， which is divided into two subcorpora， representing the native and non-native EAP teachers' classroom discourse respectively， The data were collected from sixteen video recordings of eight teachers' classroom teaching. with four from each cultural context. By integrating a corpus-linguistic approach into Hyland's （2005） interpersonal model of metadiscourse， the present study demonstrated considerable similarities and differences of metadiscourse markers used by the two teacher groups. The concepts of discourse community and speech community were employed to explain their general commonalities and discrepancies. Possible reasons such as class size， cultural conventions， cross-linguistic transfer， linguistic repertoire and development order of acquisition， were also discussed for their variations in specific metadiscourse devices. The present study may enrich existing Metadiscourse research in spoken academic genres. It may also serve as the first step in raising teachers' classroom Ianguage awareness and involving language proficiency training in teacher education programmes.
作者介紹
仵欣欣|責編:湯定軍
仵欣欣，江南大學校聘教授，原德州學院外國語學院講師，英國阿伯丁大學英語語言及語言學方向博士，獲國家留學基金委建設高水平大學公派研究生項目和阿伯丁大學聯合金額獎學金攻讀博士學位。主要研究興趣包括二語習得、話語分析、教師認知與教師教育、語料庫語言學等，主要學術兼職包括英國應用語言學學會會員，國際應用語言學學會會員，國際英語教師學會會員，並擔任多家SSCI期刊匿名審稿人。目前在語言學國際期刊如Applied Linguistics，TESOL Quarterly，Language and Education，Journal of Pragmatics，Journal of English for Academic Purposes等發表論文、書評30余篇，在國內外知名出版社出版譯著3部，參編教材2部。主持國家社科基金項目、省社科規劃項目、中國高教學會重點項目、省高教學會重點項目等課題多項。
目錄
List of tables List of figures List of abbreviations Chapter 1 Introduction 1.1 Introduction 1.2 Background of the current research 1.3 Assumptions and research questions 1.4 Theoretical framework 1.5 Significance of the current research 1.6 Organisation of the book Chapter 2 An overview of research in metadiscourse 2.1 Introduction 2.2 Origin and development of the term metadiscourse 2.2.1 SFG-inspired broad approach 2.2.2 Jakobson's function-based narrow approach 2.3 Definitions of metadiscourse 2.3.1 Definitions in the broad approach tradition 2.3.2 Definitions in the narrow approach tradition 2.3.3 Definition adopted in this research 2.4 Classifications of metadiscourse 2.4.1 Classifications in the broad approach tradition 2.4.2 Classifications in the narrow approach tradition 2.4.3 Classification adopted in this research 2.5 Other terms pertinent to metadiscourse 2.5.1 Metalanguage 2.5.2 Metacommunication 2.5.3 Discourse markers 2.6 Overview of metadiscourse research in academic genres 2.6.1 Cross-disciplinary research on metadiscourse in academic genres 2.6.2 Cross-linguistic research on metadiscourse in academic genres 2.6.3 Cross-cultural research on metadiscourse in academic genres 2.7 Summary Chapter 3 An overview of research in classroom discourse 3.1 Introduction 3.2 A brief history of research in classroom discourse 3.3 Major approaches to the study of classroom discourse 3.3.1 The interaction analysis approach 3.3.2 The discourse analysis approach 3.3.3 The conversation analysis approach 3.4 Overview of metadiscoursive research in classroom discourse 3.4.1 Metadiscourse research across classroom discourse and written discourse 3.4.2 Metadiscourse research in one-way classroom discourse 3.4.3 Metadiscourse research across monologic and dialogic modes of classroom discourse 3.5 Rationales for the current research 3.6 Summary Chapter 4 An analytical framework for teachers' classroom metadiscourse 4.1 Introduction 4.2 Interpersonal model of metadiscourse analysis 4.2.1 Interactional metadiscourse 4.2.2 Interactive metadiscourse
4.2.3 The list of metadiscourse items 4.3 Integration of corpus linguistics with metadiscourse analysis 4.3.1 Overview of basic concepts in corpus linguistics 4.3.2 Three categories of corpus linguistic research 4.3.3 Integrating corpus-based analytical method into metadiscourse research 4.4 Summary Chapter 5 Methodology 5.1 Introduction 5.2 Research questions 5.3 Overall research design 5.4 Data preparation 5.4.1 Rationales for data collection methods 5.4.2 Recruitment of participants 5.4.3 Data recording 5.5 Data treatment 5.5.1 Transcription 5.5.2 Identification of potential metadiscourse markers 5.5.3 Elimination of irrelevant metadiscourse items 5.5.4 Compilation of corpus 5.5.5 Coding of corpus 5.6 Data analysis 5.7 Research ethics 5.8 Summary Chapter 6 A corpus linguistic analysis of metadiscourse use across native and non-native EAP teachers 6.1 Introduction 6.2 Overall result of metadiscourse markers in both ET and CT sub-corpora 6.3 Interactional metadiscourse markers in both ET and CT sub-corpora 6.3.1 Hedges 6.3.2 Boosters 6.3.3 Attitude markers 6.3.4 Engagement markers 6.3.5 Self-mentions 6.4 Interactive metadiscourse markers in both ET and CT sub-corpora 6.4.1 Transitions 6.4.2 Frame markers 6.4.3 Endophoric markers 6.4.4 Code glosses 6.5 Summary Chapter 7 Conclusion 7.1 Introduction 7.2 Summary of the book 7.2.1 Uniformity of metadiscourse use 7.2.2 Variations of rhetorical preferences 7.2.3 Diversifications of lexical types of metadiscourse 7.3 Implications of the current research 7.3.1 Theoretical implications for the study of metadiscourse markers 7.3.2 Pedagogical implications for language teachers and teacher education 7.4 Limitations and suggestions for further research References Appendix 1 List of metadiscourse items
Appendix 2 Participant information sheet Appendix 3 Consent form for teachers Appendix 4 Consent form for students Appendix 5 Transcription conventions
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