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Attending a conference is one of the CPD activities that is chosen by the accountants in the Asia Pacific. • Conference Presentation : a monologue,(Seliman, 1996), face to face (Hwang, 2013), Sharing experiences and research practices (Guest,2018). • Discuss topics on the recent issue on the ASEAN accountant organisation . • Interpersonal metadiscourse markers (Hyland, 2005) • Self-mention; I,we, me,my , our • The function to assist the audience to understand the presentation Research problems: • Presentation contains signposting that the presenter used as markers that can link the presenters and audiences in comprehending the topic. • Absorbing the presentation is a challenge, especially for the NNS audience who listen to NNS presenters

Attending a conference is one of the CPD activities that is chosen by the accountants in the Asia Pacific. • Conference Presentation : a monologue,(Seliman, 1996), face to face (Hwang, 2013), Sharing experiences and research practices (Guest,2018). • Discuss topics on the recent issue on the ASEAN accountant organisation . • Interpersonal metadiscourse markers (Hyland, 2005) • Self-mention; I,we, me,my , our • The function to assist the audience to understand the presentation Research problems: • Presentation contains signposting that the presenter used as markers that can link the presenters and audiences in comprehending the topic. • Absorbing the presentation is a challenge, especially for the NNS audience who listen to NNS presenters

Attending a conference is one of the CPD activities that is chosen by the accountants in the Asia Pacific. • Conference Presentation : a monologue,(Seliman, 1996), face to face (Hwang, 2013), Sharing experiences and research practices (Guest,2018). • Discuss topics on the recent issue on the ASEAN accountant organisation . • Interpersonal metadiscourse markers (Hyland, 2005) • Self-mention; I,we, me,my , our • The function to assist the audience to understand the presentation Research problems: • Presentation contains signposting that the presenter used as markers that can link the presenters and audiences in comprehending the topic. • Absorbing the presentation is a challenge, especially for the NNS audience who listen to NNS presenters

Attending a conference is one of the CPD activities that is chosen by the accountants in the Asia Pacific. • Conference Presentation : a monologue,(Seliman, 1996), face to face (Hwang, 2013), Sharing experiences and research practices (Guest,2018). • Discuss topics on the recent issue on the ASEAN accountant organisation . • Interpersonal metadiscourse markers (Hyland, 2005) • Self-mention; I,we, me,my , our • The function to assist the audience to understand the presentation Research problems: • Presentation contains signposting that the presenter used as markers that can link the presenters and audiences in comprehending the topic. • Absorbing the presentation is a challenge, especially for the NNS audience who listen to NNS presenters

The past few decades have witnessed the hot discussion concerning language and gender from various aspects, with the use of stance markers as one of the most vital angles. To find out the gender similarities and differences in the use of stance markers under the classification by Hyland, figure out the gender features and summarize the behind reasons, this article combines the qualitative and quantitative analysis together, conducts a detailed analysis on twenty TED speeches delivered by ten male and ten female lecturers, respectively. Finally, the study finds that firstly, there are no distinctive differences in the use of stance markers in the primary class proposed by Hyland named hedges, boosters, attitude markers and self-mention. But the female lecturers use stance makers more frequently on the whole. Secondly, in terms of secondary class which complemented by other scholars, still no obvious differences are found in terms of hedges and attitude markers. Then, for the use of boosters, the males prefer fact-asserting while the females tend to use certainty-indicating. As for the employment of self-mention markers, words indicating authority such as I are more frequently used by males and those contributing to solidarity between the speaker and audience such as we are more commonly applied by females. The discovery of gender similarities and differences involves various reasons, and it provides important implications for the study of oral English.

The past few decades have witnessed the hot discussion concerning language and gender from various aspects, with the use of stance markers as one of the most vital angles. To find out the gender similarities and differences in the use of stance markers under the classification by Hyland, figure out the gender features and summarize the behind reasons, this article combines the qualitative and quantitative analysis together, conducts a detailed analysis on twenty TED speeches delivered by ten male and ten female lecturers, respectively. Finally, the study finds that firstly, there are no distinctive differences in the use of stance markers in the primary class proposed by Hyland named hedges, boosters, attitude markers and self-mention. But the female lecturers use stance makers more frequently on the whole. Secondly, in terms of secondary class which complemented by other scholars, still no obvious differences are found in terms of hedges and attitude markers. Then, for the use of boosters, the males prefer fact-asserting while the females tend to use certainty-indicating. As for the employment of self-mention markers, words indicating authority such as I are more frequently used by males and those contributing to solidarity between the speaker and audience such as we are more commonly applied by females. The discovery of gender similarities and differences involves various reasons, and it provides important implications for the study of oral English.

The past few decades have witnessed the hot discussion concerning language and gender from various aspects, with the use of stance markers as one of the most vital angles. To find out the gender similarities and differences in the use of stance markers under the classification by Hyland, figure out the gender features and summarize the behind reasons, this article combines the qualitative and quantitative analysis together, conducts a detailed analysis on twenty TED speeches delivered by ten male and ten female lecturers, respectively. Finally, the study finds that firstly, there are no distinctive differences in the use of stance markers in the primary class proposed by Hyland named hedges, boosters, attitude markers and self-mention. But the female lecturers use stance makers more frequently on the whole. Secondly, in terms of secondary class which complemented by other scholars, still no obvious differences are found in terms of hedges and attitude markers. Then, for the use of boosters, the males prefer fact-asserting while the females tend to use certainty-indicating. As for the employment of self-mention markers, words indicating authority such as I are more frequently used by males and those contributing to solidarity between the speaker and audience such as we are more commonly applied by females. The discovery of gender similarities and differences involves various reasons, and it provides important implications for the study of oral English.

The past few decades have witnessed the hot discussion concerning language and gender from various aspects, with the use of stance markers as one of the most vital angles. To find out the gender similarities and differences in the use of stance markers under the classification by Hyland, figure out the gender features and summarize the behind reasons, this article combines the qualitative and quantitative analysis together, conducts a detailed analysis on twenty TED speeches delivered by ten male and ten female lecturers, respectively. Finally, the study finds that firstly, there are no distinctive differences in the use of stance markers in the primary class proposed by Hyland named hedges, boosters, attitude markers and self-mention. But the female lecturers use stance makers more frequently on the whole. Secondly, in terms of secondary class which complemented by other scholars, still no obvious differences are found in terms of hedges and attitude markers. Then, for the use of boosters, the males prefer fact-asserting while the females tend to use certainty-indicating. As for the employment of self-mention markers, words indicating authority such as I are more frequently used by males and those contributing to solidarity between the speaker and audience such as we are more commonly applied by females. The discovery of gender similarities and differences involves various reasons, and it provides important implications for the study of oral English.

The past few decades have witnessed the hot discussion concerning language and gender from various aspects, with the use of stance markers as one of the most vital angles. To find out the gender similarities and differences in the use of stance markers under the classification by Hyland, figure out the gender features and summarize the behind reasons, this article combines the qualitative and quantitative analysis together, conducts a detailed analysis on twenty TED speeches delivered by ten male and ten female lecturers, respectively. Finally, the study finds that firstly, there are no distinctive differences in the use of stance markers in the primary class proposed by Hyland named hedges, boosters, attitude markers and self-mention. But the female lecturers use stance makers more frequently on the whole. Secondly, in terms of secondary class which complemented by other scholars, still no obvious differences are found in terms of hedges and attitude markers. Then, for the use of boosters, the males prefer fact-asserting while the females tend to use certainty-indicating. As for the employment of self-mention markers, words indicating authority such as I are more frequently used by males and those contributing to solidarity between the speaker and audience such as we are more commonly applied by females. The discovery of gender similarities and differences involves various reasons, and it provides important implications for the study of oral English.

The past few decades have witnessed the hot discussion concerning language and gender from various aspects, with the use of stance markers as one of the most vital angles. To find out the gender similarities and differences in the use of stance markers under the classification by Hyland, figure out the gender features and summarize the behind reasons, this article combines the qualitative and quantitative analysis together, conducts a detailed analysis on twenty TED speeches delivered by ten male and ten female lecturers, respectively. Finally, the study finds that firstly, there are no distinctive differences in the use of stance markers in the primary class proposed by Hyland named hedges, boosters, attitude markers and self-mention. But the female lecturers use stance makers more frequently on the whole. Secondly, in terms of secondary class which complemented by other scholars, still no obvious differences are found in terms of hedges and attitude markers. Then, for the use of boosters, the males prefer fact-asserting while the females tend to use certainty-indicating. As for the employment of self-mention markers, words indicating authority such as I are more frequently used by males and those contributing to solidarity between the speaker and audience such as we are more commonly applied by females. The discovery of gender similarities and differences involves various reasons, and it provides important implications for the study of oral English.

The past few decades have witnessed the hot discussion concerning language and gender from various aspects, with the use of stance markers as one of the most vital angles. To find out the gender similarities and differences in the use of stance markers under the classification by Hyland, figure out the gender features and summarize the behind reasons, this article combines the qualitative and quantitative analysis together, conducts a detailed analysis on twenty TED speeches delivered by ten male and ten female lecturers, respectively. Finally, the study finds that firstly, there are no distinctive differences in the use of stance markers in the primary class proposed by Hyland named hedges, boosters, attitude markers and self-mention. But the female lecturers use stance makers more frequently on the whole. Secondly, in terms of secondary class which complemented by other scholars, still no obvious differences are found in terms of hedges and attitude markers. Then, for the use of boosters, the males prefer fact-asserting while the females tend to use certainty-indicating. As for the employment of self-mention markers, words indicating authority such as I are more frequently used by males and those contributing to solidarity between the speaker and audience such as we are more commonly applied by females. The discovery of gender similarities and differences involves various reasons, and it provides important implications for the study of oral English.

The past few decades have witnessed the hot discussion concerning language and gender from various aspects, with the use of stance markers as one of the most vital angles. To find out the gender similarities and differences in the use of stance markers under the classification by Hyland, figure out the gender features and summarize the behind reasons, this article combines the qualitative and quantitative analysis together, conducts a detailed analysis on twenty TED speeches delivered by ten male and ten female lecturers, respectively. Finally, the study finds that firstly, there are no distinctive differences in the use of stance markers in the primary class proposed by Hyland named hedges, boosters, attitude markers and self-mention. But the female lecturers use stance makers more frequently on the whole. Secondly, in terms of secondary class which complemented by other scholars, still no obvious differences are found in terms of hedges and attitude markers. Then, for the use of boosters, the males prefer fact-asserting while the females tend to use certainty-indicating. As for the employment of self-mention markers, words indicating authority such as I are more frequently used by males and those contributing to solidarity between the speaker and audience such as we are more commonly applied by females. The discovery of gender similarities and differences involves various reasons, and it provides important implications for the study of oral English.

The past few decades have witnessed the hot discussion concerning language and gender from various aspects, with the use of stance markers as one of the most vital angles. To find out the gender similarities and differences in the use of stance markers under the classification by Hyland, figure out the gender features and summarize the behind reasons, this article combines the qualitative and quantitative analysis together, conducts a detailed analysis on twenty TED speeches delivered by ten male and ten female lecturers, respectively. Finally, the study finds that firstly, there are no distinctive differences in the use of stance markers in the primary class proposed by Hyland named hedges, boosters, attitude markers and self-mention. But the female lecturers use stance makers more frequently on the whole. Secondly, in terms of secondary class which complemented by other scholars, still no obvious differences are found in terms of hedges and attitude markers. Then, for the use of boosters, the males prefer fact-asserting while the females tend to use certainty-indicating. As for the employment of self-mention markers, words indicating authority such as I are more frequently used by males and those contributing to solidarity between the speaker and audience such as we are more commonly applied by females. The discovery of gender similarities and differences involves various reasons, and it provides important implications for the study of oral English.

The past few decades have witnessed the hot discussion concerning language and gender from various aspects, with the use of stance markers as one of the most vital angles. To find out the gender similarities and differences in the use of stance markers under the classification by Hyland, figure out the gender features and summarize the behind reasons, this article combines the qualitative and quantitative analysis together, conducts a detailed analysis on twenty TED speeches delivered by ten male and ten female lecturers, respectively. Finally, the study finds that firstly, there are no distinctive differences in the use of stance markers in the primary class proposed by Hyland named hedges, boosters, attitude markers and self-mention. But the female lecturers use stance makers more frequently on the whole. Secondly, in terms of secondary class which complemented by other scholars, still no obvious differences are found in terms of hedges and attitude markers. Then, for the use of boosters, the males prefer fact-asserting while the females tend to use certainty-indicating. As for the employment of self-mention markers, words indicating authority such as I are more frequently used by males and those contributing to solidarity between the speaker and audience such as we are more commonly applied by females. The discovery of gender similarities and differences involves various reasons, and it provides important implications for the study of oral English.

In this paper we analyze travellers’ complaints in a corpus of 80 reviews about four hotels, in the opinions categorized as “poor/terrible” and “very good/excellent” from the TripAdvisor platform. The study is carried out from the perspective of interpersonal discourse applied to digital genres of tourism (Mapelli 2008, 2016, Suau Jiménez 2011, 2012a, 2012b, 2014, 2016) with the purpose of characterizing not only the relational aspect between author and reader, but also the propositional one. We focus on complaints since they are a fundamental part of reviews. We approach the construction of subjectivity in the voice of travelers –that of the author- from attitudinal markers, since they contain a high degree of subjectivity and content. However, we also consider hedges, boosters and self-mention markers because they participate in the modeling of those complaints. Results show a differentiated construction of subjectivity in complaints, in both travelers’ opinions categories, positive and negative. It is suggested that the resulting discursive strategies obey the predetermined functional frame of both categories of the reviews. The study offers discursive, methodological and socio-linguistic implications., En este artículo analizamos las quejas de los viajeros en un corpus integrado por 80 opiniones o reseñas sobre cuatro hoteles, alojadas en la plataforma TripAdvisor en las categorías de puntuación “malo/pésimo” y “bueno/excelente”. El estudio se enmarca en el análisis del discurso interpersonal aplicado a géneros turísticos digitales (Mapelli 2008, 2016, Suau Jiménez 2011, 2012a, 2012b, 2014), con el propósito de caracterizar no solo el aspecto relacional entre autor y lector, sino también el proposicional o de contenido. Nos centramos en las quejas, ya que constituyen una parte fundamental de las opiniones. Abordamos la construcción de la subjetividad en la voz de los viajeros –del autor- a partir de la revisión de los marcadores de actitud, por aglutinar estos a la vez riqueza subjetiva y de contenido. Sin embargo, también consideramos los atenuadores, los realzadores y la auto-mención como marcadores interpersonales que participan en la modelación de dichas quejas. Los resultados apuntan hacia una construcción diferenciada de la subjetividad en las dos categorías analizadas, positiva y negativa, de TripAdvisor. Se sugiere que las estrategias discursivas resultantes obedecen al marco funcional pre-determinado por el fin comunicativo de cada categoría de opinión. Las implicaciones son de orden discursivo, metodológico y socio-lingüístico.