Edited By Francisco Alonso Almeida, Laura Cruz García and Víctor González-Ruiz
A contrastive study of interactive metadiscourse in academic papers written in English and in Spanish (María Luisa Carrió Pastor)
María Luisa Carrió Pastor A contrastive study of interactive metadiscourse in academic papers written in English and in Spanish 1. Introduction This paper is a corpus-based study examining the use of interactive metadiscourse in research papers written in different languages by English speakers (from now on English writers) and Spanish speakers (from now on Spanish writers). The importance of metadiscourse to academic communication has been highlighted in Hyland (1998, 2005), Mauranen (1993), Hyland and Tse (2004), Dahl (2004), Ädel (2006), Mur Dueñas (2011), and MacGrath and Kuteeva (2012), among others. In most of these studies, metadiscourse is divided into two different cat- egories. For example, Hyland (1998) divided metadiscourse, using the Hallidayan distinction, into two categories: textual and interpersonal. In this paper, I will follow the more recent trend of denominating the two categories as interactive and interactional, respectively, for, as noted by Hyland and Tse (2004: 161): “[…] all metadiscourse is interpersonal in that it takes account of the reader’s knowledge, textual experiences and processing needs”. The role of the reader is very important in academic writing, and scholars need to take this into account. The reason for dividing metadiscourse into these two categories has been explained by Mur Dueñas (2011: 3069) as follows: Thus, both interactive metadiscourse features (intended to organise and shape the material in the light of the readers’ likely needs and expectations) and inter- actional metadiscourse features (aimed at portraying the scholars as authors and at binding writer and reader together) are a...
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