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AuthorMyhill, Debra
AuthorAhmed, Abdelhamid
AuthorAbdollazadeh, Esmaeel
Available date2024-02-26T09:26:00Z
Publication Date2023
Publication NameLanguage Teaching
Identifierhttp://dx.doi.org/10.1017/S0261444822000416
CitationMyhill D, Ahmed A, Abdollazadeh E. Going meta: Bringing together an understanding of metadiscourse with students’ metalinguistic understanding. Language Teaching. 2023;56(1):146-148. doi:10.1017/S0261444822000416
ISSN0261-4448
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85144910421&origin=inward
URIhttp://hdl.handle.net/10576/52216
AbstractThe impetus behind this seminar series was a study (Writing the Future) funded by the Qatar National Research Foundation and conducted collaboratively by the University of Exeter and Qatar University. The study involved a cross-linguistic corpus analysis of metadiscourse usage in first language (L1) Arabic university students’ argumentative texts in English and Arabic in a university in Qatar, paralleled by ‘writing conversation’ interviews with a sub-sample of the student writers to explore their metalinguistic understanding of metadiscourse used in their own Arabic and English texts. Thus, it explored, firstly, the linguistic differences in metadiscourse usage in argument writing in Arabic (L1) and English (L2), and secondly, students’ metalinguistic understanding of metadiscourse in argument texts. One important finding from the study was that students had very little metalinguistic understanding of the metadiscourse they did use, or of other metadiscoursal features that they could use: indeed, they often discussed the metadiscourse they used without reference to how it was used ‘to negotiate interactional meanings in a text, assisting the writer (or speaker) to express a viewpoint and engage with readers as members of a particular community’ (Hyland, Reference Hyland2005, p. 37). Although the students had a strong understanding of the conventional features of argument writing, principally derived from writing instruction, they had limited metalinguistic understanding of the textual choices they could make to negotiate the relationships between writer, reader and text.
Languageen
PublisherCambridge University Press
SubjectGoing meta
students’ metalinguistic understanding
understanding of metadiscourse
TitleGoing meta: Bringing together an understanding of metadiscourse with students' metalinguistic understanding
TypeOther
Pagination146-148
Issue Number1
Volume Number56
dc.accessType Full Text


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