Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18859
Title: Disciplinary and paradigmatic influences on interactional metadiscourse in research articles
Authors: Hu, Guangwei, 1962-
Cao, Feng
Keywords: Applied linguistics
Education
Interactional metadiscourse
Psychology
Qualitative research
Quantitative research
Issue Date: 2015
Citation: Hu, G., & Cao, F. (2015). Disciplinary and paradigmatic influences on interactional metadiscourse in research articles. English for Specific Purposes, 39, 12-25. http://dx.doi.org/10.1016/j.esp.2015.03.002
Abstract: This comparative study draws on an interpersonal model of metadiscourse to examine disciplinary and paradigmatic influences on the use of interactional metadiscourse in the post-method sections of 120 research articles. These research articles were drawn from three social science disciplines (i.e., applied linguistics, education, and psychology) and two research paradigms (i.e., quantitative and qualitative research). Quantitative analyses showed that the applied linguistics and education research articles used boosters more frequently than the psychology research articles. Furthermore, the applied linguistics subcorpus deployed more reader references but fewer self-mentions than the psychology subcorpus. Cross-paradigmatic comparisons revealed that the quantitative research articles made more frequent use of hedges, boosters, attitude markers, engagement markers as a main type, and directives as a subtype than the qualitative research articles. Qualitative analyses identified additional cross-disciplinary and cross-paradigmatic differences in the choice or function of specific metadiscoursal resources. These observed differences are attributable to the knowledge-knower structures characteristic of the disciplines and the epistemologies underlying the research paradigms.
Description: This is the final draft, after peer-review, of a manuscript published in English for Specific Purposes. The published version is available online at http://dx.doi.org/10.1016/j.esp.2015.03.002
URI: http://hdl.handle.net/10497/18859
ISSN: 0889-4906
Other Identifiers: 10.1016/j.esp.2015.03.002
Appears in Collections:Journal Articles

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