Metadiscourse in Chinese and American graduate dissertation introductions

Cogent Arts & Humanities

Chao Liu¹  Muhammad afzaal²  Chenxia Zhang³  Muhammad Ilyas Chishti⁴ 

[1] Graduate School of Translation and Interpretation, English, Beijing Foreign Studies University, Chin;Institute of Corpus Studies and Applications, Shanghai International Studies University - Songjiang Campus, CHIN;School of Foreign Languages, Shanghai Jiao Tong University - Minhang Campus: Shanghai Jiao Tong University, CHIN;School of Natural Sciences , National University of Sciences and Technology, Pakista;

关键词: Metadiscourse;    native writers;    non-native Chinese writers;    interactional;    interactive;    academic writing;   

DOI  :  10.1080/23311983.2021.1970879

来源: Taylor & Francis

【 摘 要 】

The current study aims to look at differences in the use of metadiscourse in the introductory sections of English and Chinese university students. The corpus of the study comprises 20 “introductions” of university students’ MA theses. This study hinges on Hyland’s model of Metadiscourse (interactive and interactional resources) for its methodological framework and aims at analyzing academic writing of native academic and non-native writers. The findings revealed a statistically significant difference in the use of metadiscourse in theses written by Chinese native speakers (CNS) and English native speakers (NS) university students. The study suggests that metadiscourse needs to become a fundamental component for effective reading and writing instruction for students.

【 授权许可】

CC BY