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Several studies on metadiscourse zero in on how genres show nuances of linguistic features that reside in various structures depending upon the linguistic exigencies of language for specific purposes. Inquisitive on how these nuances are demonstrated through a repertoire of metadiscoursal features in a highly contextualized discourse, this paper explores how metadiscourse resources are utilized in aeronautics and aerospace engineering and how these facilitate the development of a well-composed text in the field of aviation. Using Hyland and Tse's (2004) and Hyland's (2005, 2010) analytical frameworks for interactive and interactional resources, a corpus of thirty research articles comprising 125,298 words published in the Journal of Aeronautics and Aerospace Engineering was scrutinized. As revealed in the study, the investigated metadiscourse markers resembled Hyland and Tse's (2004) and Hyland's (2005, 2010) findings in terms of interactive and interactional markers, which contain similar features of academic writing such as formality and objectivity; however, in the use of interactional resources, it yielded a finding that supports informality through the use of self-mentions. The quantitative analysis yielded a higher frequency of interactive markers than interactional markers across the thirty articles. This argues that writers in aeronautics and aerospace engineering articles essentially employ more interactive resources than interactional resources, suggesting that these writers are primarily concerned with making their text more cohesive while being responsible for establishing an interpersonal stance toward both the propositional contents and the audience of the text. The findings of the present study provide pedagogical implications as to how writers in the field of aeronautics and aerospace engineering can effectively compose their articles through the strategic use of metadiscoursal markers. [ABSTRACT FROM AUTHOR]

Regarding the gender of writers, this study aims to extract and classify the metadiscourse markers (MDMs), both interactive and interactional metadiscourse markers, used in the research papers written by senior undergraduate students of translation studies at the University of Sistan and Baluchestan, based on Hyland's interpersonal model of metadiscourse. The study covers all the five sections of 60 research papers written by 30 male students (MS) and 30 female students (FS): the abstract, the introduction, the methodology, the results, and the discussion sections. Regarding the frequencies and types of MDMs, the manual frequency count was applied to record the types of MDMs identified in the model. Findings revealed that, regarding the macro-level analysis, the students applied all the strategies (like transitions, frame markers, endophoric markers, hedges and boosters). However, they applied just some of the strategies mentioned in the micro-level analysis, such as "additions", "comparisons", "consequences", "sequencing", "label stages", "adjectives" and "directives". In addition, the results of Chi-square tests showed that the gender of the students, which seems to be affected by factors like social settings and culture, influences the use of interactive and interactional metadiscourse by them. Therefore, one of the areas closely related to the performance of English learners is the role of gender in the use of MDMs by foreign or second language learners. [ABSTRACT FROM AUTHOR]

To present a skillfully written abstract, an author should apply some strategies. One of them is the application of Metadiscourse Markers, which provides readers with linguistic features that will help them quickly get the gist of the entire research. Studies have examined the metadiscourse markers in abstracts of theses and published article journals written by Indonesian, but only a few used a corpus-based approach and analyzed the errors simultaneously. This study, therefore, aimed at finding the frequency of Metadiscourse Markers and grammatical errors made by Accounting Department students of Kupang State Polytechnic in their final papers’ abstracts. A corpus-based approach was applied by using AntConc Version 3.5.9 concordance tool. The study showed that interactive markers occurred more frequently than interactional resources. Moreover, grammatical errors were related to applying punctuation (comma), plural forms, verb tenses, and modality. This study suggests the teaching material includes the features of Metadiscourse Markers in abstract writing and further emphasizes the grammar on topics where students performed errors.

This article introduces a text mining tool that can automatically extract information using Hyland's analysis model as a theoretical framework to analyse the use and characteristics of metadiscourse in large quantities of academic texts. To verify its validity, we present the results obtained using this tool on various bachelor's degree theses with a particular focus on the field of engineering. Our results on a 6.9 million-word corpus extracted from 680 bachelor's theses available online show that interactive metadiscourse markers are prevalent in engineering bachelor's theses as well as in the authors' metadiscourse patterns. In addition, we compared our results with previous research on metadiscourse markers. Our study can be used to identify the usage of various types of metadiscourse markers during the production of texts and for the development of software applications involving quantitative linguistic methods for the production of academic texts. [ABSTRACT FROM AUTHOR]

Copyright of Journal of College of Languages is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to investigate the use of Interactive metadiscourse markers in engineering and technological research articles written by Pakistani and British engineers. The objectives of the study were to investigate and to compare the use of interactive Metadiscourse markers between the two sub-corpora. This study has followed Hyland & Tse's (2004) “Interpersonal model” of metadiscourse. For this purpose, we built a specialized corpus of engineering research articles contained with two sub-corpora of British and Pakistani RA‟s, 100 in each. Pakistani research articles were selected from X category research journals recognized by HEC (Higher Education Commission) and Britainpapers were selected and downloaded from research repositories published between 2010 to 2016. The corpus consists of 1087091 words. A mixed methods research (qualitative and quantitative) was employed. Before analyzing the frequency of data, the extracted markers (according to Hyland's (2005) taxonomy of metadiscourse markers) were checked and filtered carefully through the manual examination of the markers into the source texts and the frequencies of occurrences were updated accordingly. The statistical analysis of the data was done using the chi-square test by SPSS v.20. The result of the test indicated that there is a significant difference between both sub-corpora (χ2 = 10.478, df = 4, p = .033 < 0.05.). Taken together, the results indicated that British writers used interactive markers more than Pakistani writers. Pakistani writers used more frequently endophoric markers, code glosses, and frame markers. However, British writers used less endophoric markers, code glosses, and frame markers than Pakistani writers. The only two sub-categories of interactive were used by Pakistani writers with a slightly higher rate than British writers are code glosses and frame markers. On the other hand, British writers used more frequently transition markers and evidential.The result of the analysis shows cultural differences,and it is fascinating that Pakistani engineers used frequently sub-categories of interactive markers in their research articles. Finally, it was also disclosed that British research articles have relatively clear usage ofall sub-categories properly as compared to Pakistani engineers. The study has implications for ESL teachers, novice researchers, curriculum designers,and textbook developers.

Metadiscourse markers refer to the linguistic elements that establish a relationship between the writers and the readers, the current study has conducted a quantitative analysis to measure the distribution and frequencies of metadiscourse markers in the texts of English trade agreements. The study has adopted the classifications of Hyland (2005); these classifications been applied to four English trade agreements obtained from official websites; four extracts have been selected randomly from each agreement. The results of the study have revealed that the English agreements used Interactive markers more than interactional markers.

Metadiscourse markers refer to the linguistic elements that establish a relationship between the writers and the readers, the current study has conducted a quantitative analysis to measure the distribution and frequencies of metadiscourse markers in the texts of English trade agreements. The study has adopted the classifications of Hyland (2005); these classifications been applied to four English trade agreements obtained from official websites; four extracts have been selected randomly from each agreement. The results of the study have revealed that the English agreements used Interactive markers more than interactional markers. [ABSTRACT FROM AUTHOR]

Metadiscourse markers are linguistic devices which use to ensure coherence in a text while adopting a communicative attitude towards readers. The editorial of newspaper deals with ongoing social issues because of their critical role in the representation of a society. It is important to investigate editors' choice of linguistic devices and how they use of metadiscourse features in the presentation of ongoing issues in a thought evoking way. The present study deals with the analysis of the features of metadiscourse markers in editorials of Sunday newspapers of Pakistan. It is both quantitative and qualitative in nature. The editorials of Pakistan's leading English newspapers are Dawn and The Nation. are collected and Hyland and Tse (2004a) model of Interpersonal metadiscourse is used as the theoretical framework. Findings revealed the significant use of metadiscourse markers in both corpora in which the interactive markers are more consistent than interactional markers along with few variations regarding hedges, boosters, and engagement markers. Altogether, the results state that editorial writers tend to use persuasive elements as they direct their readers through text using metadiscourse markers ultimately making the editorials reader-friendly. It emphasizes the importance of the use of metadiscourse features in developing a reader-writer relationship. [ABSTRACT FROM AUTHOR]

Given the interest in the study of metadiscourse as the communication of ideas and the way people use language in different communicative situations, this paper attempted to find the degree of confluence between metadiscourse markers from different studies and to show how patterns of metadiscourse analysis based on various written genres can be applied to a wider range. The mean values for the frequency of marker use and their respective deviations were determined by comparing a significant number of studies on metadiscourse elements. To ensure comparability, those following Hyland’s model were chosen. The units of analysis were grouped into two broad categories based on discursive characteristics: Academic genres (research articles, theses, and textbooks) and non-academic genres, which included documents ranging from newspaper editorials or opinion columns to Internet texts and other forms of digital communication. The results of our study highlight that the disparity in interactive markers between academic and non-academic texts is relatively small. This difference has been identified by previous studies, and it is confirmed herein that the difference may be related to the use of academic language, the topic, or the object of study. In contrast, the mean values of the interactive markers in non-academic texts are considerably higher than those in academic texts. At the same time, the texts seem to be organised along two axes (interactional and interactive) in distinct areas. Despite our initial assumptions that the data would be subject to individual variations, that differences would be found between different sections of the same genre within the same academic discipline, and that the results would vary if certain texts were added or excluded, we observed certain trends in the behaviour of the documents, although it prevailed that, within each category, the texts should be studied individually.

Meta-discourse as a self-reflective linguistic tool has received considerable attention in recent years. Besides, it plays a leading role in exploring variations in the way authors pen a manuscript. The present study aims at investigating variations in the use of both interactive and interactional meta-discourse markers among ISI and non-ISI articles written by Iranian authors in the field of Applied Linguistics. The corpora in the present study comprised a total of 8 Research Articles (RAs) in ISI and non-ISI journals published in 2016 and 2017. We described the distribution of interactive and interactional markers in Method sections using Hyland’s (2005) model as a framework. The results of the quantitative analysis disclosed that genre expectations of journals had a determining role in the writers’ choice of some meta-discourse markers. Owing to this fact, similarities were found in the use and distribution of meta-discourse markers across ISI and non-ISI data. In addition, a significant difference was found between the types of interactive meta-discourse markers as used in ISI and non-ISI journals. Moreover, the findings revealed similarities in employing the type of interactional meta-discourse markers in our corpora. Our study may promise some pedagogical implications for material development and English for Specific Purposes (ESP).

Moving in line with the postulation that metadiscourse (MD) markers help transform a dry and tortuous piece of text into a coherent and reader-friendly one, the researchers in the current study attempted to investigate the effect different metadiscourse markers might have on Iranian EFL learners’ perception of written texts. To this end, 120 undergraduate English students were given three different texts chosen from the most common textbooks in BA, along with their doctored versions (all MD-removed, interactive-removed, and interactional-removed). Each text duo was then accompanied by an 8-item questionnaire following Ifantido’s (2005) lead. The findings, overall, were indicative of the positive role of metadiscourse markers in bringing about EFL learners’ ameliorated text perception. Furthermore, data analysis via ANOVA and LSD tests revealed that texts with both interactive and interactional resources had more effect on learners’ perception. Moreover, it was found that interactive and interactional resources had more or less the same effect on learners’ reactions to texts. To sum it up, in line with the findings of the present study further evidence is garnered in favor of the postulation holding that metadiscourse markers bring about an increased amount of coherence and reader-friendliness in texts.

O objetivo deste trabalho é focalizar, numa perspectiva textual-interativa, como o gênero discursivo carta do leitor foi se constituindo e se modificando a partir das necessidades interacionais, isto é, o dialogismo estabelecido entre o escrevente e seu interlocutor, evidenciado por meio das marcas lingüísticas encontras nas Cartas publicadas em jornais paulistas do século XIX. Nesses jornais, havia uma seção de cartas enviadas pelos leitores da época, cujo propósito era, em certos casos, pedir ajuda para resolver algum problema ou contar um episódio particular que precisava de uma solução. Podemos dizer que essa seção seria uma espécie de consultório de reclamações, pedidos ou mesmo para estabelecimento de contato com parentes ou amigos. O corpus é constituído de 14 cartas publicadas entre os anos de 1828 e 1893, nos seguintes jornais paulistas: Farol Paulistano, Diário de São Paulo, A Província de São Paulo, Correio Paulistano.The objective of this paper is to analyze, from a textual-interactive perspective, how the discursive genre of letters from the readers was constituted and modified due to interactive needs, that is, the dialogism established between writers and their interlocutors, as evidenced in the linguistic markers found in the letters published in the Sao Paulo press in the 19th century. Those newspapers had a section dedicated to letters sent by the readers, many of which asked for help in solving a problem or told about a specific episode that needed a solution. Thus, it could be said that this section was an advice and requests column, as well as a way of establishing contact with relatives or friends. The object of study is made up of 14 letters published between 1828 and 1893 in the following newspapers: Farol Paulistano, Diário de São Paulo, A Província de São Paulo, Correio Paulistano.

Copyright of Hawlyat Al-Montada is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of PISMO: Journal for Linguistics & Literary Studies / Zeitschrift für Sprach- und Literaturwissenschaft is the property of Bosnian Philological Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the interactional function of Japanese interactive markers yo and sa in conjunction with the notion of involvement, and sheds light on some issues of verbal exchange in spoken discourse. The study argues that these markers commonly share the function of signalling the speaker's attitude of inviting the hearer's involvement in a 'monopolistic' manner, by which the speaker is committed to enhance his/her position as a deliverer of the contents/feeling conveyed in the utterance. Further, each marker indicates the speaker's monopolistic attitude in its unique way: yo signals the speaker's monopolistic attitude of ensuring the hearer's understanding of the contents/feeling conveyed in the utterance, while sa signals the speaker's monopolistic attitude of presenting the contents/feeling conveyed in the utterance as a matter of course for him/her. Based on these functions, their co-occurrence restrictions with modal expressions and their use in social contexts are also discussed. [ABSTRACT FROM AUTHOR]

This article demonstrates the 'patterning' of the ways discourse markers such as okay, right and yeah are used in academic lectures by native speaker lecturers. It presents an analysis of a) what the lecturers thought they would say and b) what they actually say in comparison to what the lecturers actually do say. In other words, it focuses on the differences between expectations of what would be said and speech, that is, what is actually said. The data comprise verbatim lecture transcriptions of four native speaker lecturers of different disciplines, analysed using a discourse analytical approach. The findings and discussions exhibit the reasons for the differences between the 'anticipated' and 'real' meanings of the use of these discourse markers. They also reflect upon the significance of nonverbal features in determining the actual functions of these markers. In short, this article highlights the reality use of okay, right and yeah as interactive conversational markers in academic lectures. [ABSTRACT FROM AUTHOR]

Abstract: Involvement is seen as a prerequisite to the success of any conversational encounter; it is a fundamental element in creating and maintaining an interactional exchange. Invoking the initial spirit of the notion ‘involvement’, the current study aims to investigate the interactive nature of the Japanese particles ne and yo, and to shed light on some issues of interactional exchange in spoken conversation. The study argues that the particles commonly share the function of signalling the speaker''s attitude in order to invite the involvement of the conversation partner. Yet, ne and yo differ in their way of inviting the partner''s involvement. Ne invites the partner''s involvement in an ‘incorporative’ manner, by which the speaker is committed to align with the partner with respect to the contents and feeling conveyed in the utterance. On the other hand, yo invites the partner''s involvement in a ‘monopolistic’ manner, by which the speaker is committed to enhance his/her position as the deliverer of the utterance content and his/her feeling toward the partner. On the basis of the particles’ interactive nature, other relevant phenomena, including their effect in expressions of request, are also discussed. [Copyright &y& Elsevier]