Data Metadiscourse Resources Than L2 English Scholars On The Whole ( Table 3 )

1368 WordsMar 8, 20176 Pages
The analysis shows that L1 Chinese scholars used more interactive but less interactional metadiscourse resources than L1 English scholars on the whole (Table 3). In terms of interactive resources, they used more code glosses and endophoric markers, but less evidentials, frame markers or transitions. As for interactional resources, they used slightly more attitude markers and hedges, but less boosters, self-mentions or engagement markers. Table 3. Interactive and interactional metadiscourse Category L1 Chinese L1 English Item per 1,000 words % of total Item per 1,000 words % of total Interactive 22.70 61.01 20.14 45.58 Code glosses 16.68 44.83 9.71 21.97 Endophoric markers 0.08 0.21 0 0.00 Evidentials 0.38 1.02 0.82 1.86 Frame…show more content…
52), to help readers grasp the appropriate meaning of elements in texts (Vande Kopple, 2012, p. 39). A further analysis of the abstracts demonstrates that code glosses used in the two corpora mainly serve two functions: reformulation and exemplification, which are the important features of academic writing, and are more common in academic discourse as compared to other genres (Biber et al., 1999; Hyland, 2007). As can be seen in Table 5, both L1 Chinese and L1 English scholars used significantly more reformulation markers than exemplification markers. Table 5. Code gloss markers Category L1 Chinese L1 English Item per 1,000 words % of total Item per 1,000 words % of total Reformulation 16.08 96.43 8.71 89.98 Exemplification .60 3.57 1.00 10.02 Totals 16.68 100 9.71 100 This finding is in line with Hyland (2007), who found that two-thirds of the code glosses in the hard sciences signaling reformulations, while two-thirds of those in the soft fields indicating exemplifications. This difference was explained by the different ways that hard and soft disciplines mediate reality: hard sciences tend to be cumulative and tightly structured, while soft disciplines use examples to engage and involve readers (Hyland, 2007, p. 272). Reformulation occurs when a writer explains and elaborates an idea in a different way to facilitate comprehension. The complete list of reformulation markers found

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