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ERIC Number: EJ1081977
Record Type: Journal
Publication Date: 2010-Dec
Pages: 9
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1916-4742
Metadiscourse: Definitions, Issues and Its Implications for English Teachers
Amiryousefi, Mohammad; Rasekh, Abbass Eslami
English Language Teaching, v3 n4 p159-167 Dec 2010
Metadiscourse is a new and interesting field of inquiry which is believed to play a vital role in organizing and producing persuasive writing, based on the norms and expectations of people involved. Metadiscourse embodies the idea that writing and speaking are more than just the communication of ideas and presentation of ideational meaning. Rather they are considered as social acts which involve writers, readers, speakers and listeners to interact with each other to affect the ways ideas are presented and understood. Metadiscourse is, therefore, believed to be an important feature of communication because we need to asses the readers' or listeners' resources for understanding the text and their likely responses to it in order to be able to write or to speak effectively. This article intends to study first, the definitions and issues of metadiscourse and then to introduce different metadiscourse signals and categorizations and examine the factors affecting their use, and finally to discuss metadiscourse in the classroom to demonstrate its values and implications for English teachers.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A