Chapter 1 Introduction 1
1.1 Statement of the Issue 1
1.2 Rationale of the Study 7
Chapter 2 Metadiscourse 12
2.1 Theoretical Studies on Metadiscourse 12
2.1.1 Metadiscourse as an Academic Concept 13
2.1.2 Theoretical Perspectives on Metadiscourse 26
2.1.3 Divergent Taxonomies of Metadiscourse 35
2.2 Empirical Studies of Metadiscourse 45
2.2.1 Metadiscourse in Casual Conversations 46
2.2.2 Metadiscourse in Academic Lectures 47
2.2.3 Metadiscourse in Classroom Teaching 49
2.3 The Analytical Model in This Book 50
2.3.1 A Working Definition of Metadiscourse 50
2.3.2 Two Models of Metadiscourse Studies 61
2.3.3 The Three-Dimensional Analytical Model 77
2.4 Methodology 87
2.4.1 Research Methods 87
2.4.2 The Pilot Study 88
2.4.3 The Main Study 93
Chapter 3 Meta-talk 102
3.1 The Overall Results of Meta-talk 103
3.2 Self-referential Meta-talk 106
3.2.1 References to Discourse Entities 107
3.2.2 References to Metalinguistic Categories 120
3.2.3 Metalinguistic Operators 132
3.3 Topic-Management Meta-talk 135
3.3.1 The Overall Results of Topic-Management Meta-talk 135
3.3.2 Topic-Introducing 138
3.3.3 Topic-Delimiting 140
3.3.4 Topic-Continuing 141
3.3.5 Topic-Adding 143
3.3.6 Topic-Shifting 144
3.3.7 Topic-Concluding 146
3.3.8 Previewing 147
3.3.9 Reviewing 148
Chapter 4 Interactive Metadiscourse 152
4.1 The Overall Results of Interactive Metadiscourse 152
4.2 Internal Connectives 154
4.2.1 An Overview 155
4.2.2 The Overall Results of Internal Connectives 157
4.2.3 Internal Connectives： Addition MMs 158
4.2.4 Internal Connectives： Comparison MMs 162
4.2.5 Internal Connectives： Consequence MMs 168
4.3 Sequencers 174
4.4 Evidentials 177
4.5 Interpretive Glosses 179
4.5.1 The Overall Results of Interpretive Glosses 179
4.5.2 Managing Terminology 182
4.5.3 Reformulating 183
4.5.4 Clarifying 185
4.5.5 Exemplifying 187
4.5.6 Code Glosses 189
Chapter 5 Interactional Metadiscourse 193
5.1 The Overall Results of Interactional Metadiscourse 193
5.2 Stance Resources 196
5.2.1 Hedges 198
5.2.2 Boosters 208
5.2.3 Attitude Markers 213
5.2.4 Self-mentions 219
5.3 Engagement Resources 223
5.3.1 Student-Inclusive Pronouns 224
5.3.2 Questions 228
5.3.3 Directives 236
Chapter 6 Conclusion 243
6.1 Its Major Findings and Contributions 243
6.2 Limitations of the Study 245
6.3 Implications for Future Studies 246
Appendix A 248
Appendix B 252
Appendix C 254
Appendix D 255
Appendix E 262
References 268
內容試閱：
Classroom interaction analysis involves the use of an observation
scheme consisting of a finite set of predetermined categories for describing
certain verbal behaviors of teachers and students as they interact in the
classroom. Teacher-student interaction plays a crucial role in classroom
teaching and learning because it not only affords opportunities for foreign
language acquisition, but also mediates between pedagogic decisionmaking
and the outcomes of language instruction. Taking the interactive
nature of teacher talk into account, teachers metadiscourse in classroom
discourse is defined as an attempt to capture two-layered interactions： the
interaction between teachers and the discourse they are composing as one
layer, and the interaction between teachers and students as the other layer.
The interactivity of metadiscourse makes teachers metadiscourse
an interesting topic well worth exploring. Guo Hongweis study on the
use of teachers metadiscourse in the university classroom discourse
has yielded fruitful and reliable findings. By adopting qualitative and
quantitative analyses, the present study investigated the patterns of
teachers metadiscourse and the discourse functions each category of
metadiscourse performed in classroom teaching. It attempted to put
forward a three-dimensional analytical model of teachers metadiscourse
consisting of meta-talk, interactive metadiscourse and interactional
metadiscourse. I believe such a theoretical contribution can shed light on
contemporary endeavors to explore classroom interactions. Moreover,
this study is innovative in terms of the comparative study of two groups
of English teachers from different mother tongue backgrounds. I assume
such an attempt will have pedagogical implications on English as a
foreign language teaching in the Chinese context.
This monograph, grown out of her doctoral dissertation completed
at Tsinghua University displays a fine balance between textual analysis
and teaching pedagogy. I believe this book will be a good contribution to
the field of EFL teaching. As her PhD supervisor, I am looking forward to
seeing more of her achievements in academic studies.
Best regards.
Lv Zhongshe
May 8, 2019
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