Wu Xinxin, Yang He
School of Foreign Languages, Dezhou University, Dezhou, China.
School of Foreign Studies, Jiangnan University, Wuxi, China.
Front Psychol. 2022 Aug 2;13:879713. doi: 10.3389/fpsyg.2022.879713. eCollection 2022.
This exploratory research compares the interactive metadiscourse use by native English-speaking English for academic purposes (EAP) writing teachers in the United Kingdom and their non-native counterparts in the Chinese contexts. The analysis is based on a self-compiled corpus, including two sub-corpora, which were composed of instructor contributions to classroom discourse: eight sessions of EAP lessons from the Chinese context and eight sessions of EAP lessons from the British context. Adopting an interpersonal model of metadiscourse, the two sub-corpora were compared to examine the similarities and differences in their use of interactive metadiscourse. Findings of the comparative analysis reveal that EAP teachers from both contexts rely heavily on transition markers and frame markers to organize their teaching but differ in particular linguistic realizations. This may indicate the impact of a range of factors such as logical preferences, development order of acquisition, discourse community, and speech community on teachers' interactive metadiscourse strategies. The article concludes with a few implications for metadiscourse research in spoken academic genres.
这项探索性研究比较了英国以英语为母语的学术英语（EAP）写作教师与中国非英语母语的同行在互动元话语使用方面的情况。该分析基于一个自编语料库，其中包括两个子语料库，它们由教师在课堂话语中的贡献组成：来自中国背景的八节EAP课程和来自英国背景的八节EAP课程。采用元话语的人际模型，对这两个子语料库进行比较，以考察它们在互动元话语使用上的异同。比较分析的结果表明，来自两种背景的EAP教师都严重依赖过渡标记和框架标记来组织教学，但在具体的语言实现方式上存在差异。这可能表明一系列因素，如逻辑偏好、习得的发展顺序、话语社区和言语社区对教师互动元话语策略的影响。文章最后对学术口语体裁中的元话语研究提出了一些启示。
