Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective
Metadiscourse plays a key role in teachers’ attempts to ease and maximize knowledge transmission. This role is particularly important in the context of English-medium instruction (EMI), where teachers face the challenge of transmitting knowledge to students via a foreign language in an accessible wa...
Saved in:
| Published in: | System (Linköping) Vol. 105; p. 102730 |
|---|---|
| Main Authors: | , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Oxford
Elsevier Ltd
01.04.2022
Elsevier Science Ltd |
| Subjects: | |
| ISSN: | 0346-251X, 1879-3282 |
| Online Access: | Get full text |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Abstract | Metadiscourse plays a key role in teachers’ attempts to ease and maximize knowledge transmission. This role is particularly important in the context of English-medium instruction (EMI), where teachers face the challenge of transmitting knowledge to students via a foreign language in an accessible way and students tend to find their lectures difficult to understand.
The present study addresses the use of spoken interactive metadiscourse markers by EMI non-native teachers from an English as a lingua franca perspective (ELF), an innovative approach in contrast to previous studies that tended to include native English as the reference language and model. The study compares Chinese and Spanish lecturers, and aims to analyze how teachers organize and construct knowledge through interactive metadiscourse in their classes so that it becomes accessible for their students. Four history teachers at a Spanish university were videorecorded and their use of interactive metadiscourse resources compared following the same procedure used by Zhang and Lo (2021) in the Chinese context. Our study revealed that the teachers followed a similar general trend in the use of metadiscourse patterns regardless of the context. However, noticeable differences in the specific linguistic realizations were also attested depending on the teachers’ L1.
•EMI lecturers in different contexts follow similar interactive metadiscourse patterns.•Transition markers are the most widely used metadiscourse markers in China and Spain.•Frame markers, reminders and code glosses are least common in the two settings.•Differences in the specific realization of the markers are also found. |
|---|---|
| AbstractList | Metadiscourse plays a key role in teachers' attempts to ease and maximize knowledge transmission. This role is particularly important in the context of English-medium instruction (EMI), where teachers face the challenge of transmitting knowledge to students via a foreign language in an accessible way and students tend to find their lectures difficult to understand. The present study addresses the use of spoken interactive metadiscourse markers by EMI non-native teachers from an English as a lingua franca perspective (ELF), an innovative approach in contrast to previous studies that tended to include native English as the reference language and model. The study compares Chinese and Spanish lecturers, and aims to analyze how teachers organize and construct knowledge through interactive metadiscourse in their classes so that it becomes accessible for their students. Four history teachers at a Spanish university were videorecorded and their use of interactive metadiscourse resources compared following the same procedure used by Zhang and Lo (2021) in the Chinese context. Our study revealed that the teachers followed a similar general trend in the use of metadiscourse patterns regardless of the context. However, noticeable differences in the specific linguistic realizations were also attested depending on the teachers' L1. Metadiscourse plays a key role in teachers’ attempts to ease and maximize knowledge transmission. This role is particularly important in the context of English-medium instruction (EMI), where teachers face the challenge of transmitting knowledge to students via a foreign language in an accessible way and students tend to find their lectures difficult to understand. The present study addresses the use of spoken interactive metadiscourse markers by EMI non-native teachers from an English as a lingua franca perspective (ELF), an innovative approach in contrast to previous studies that tended to include native English as the reference language and model. The study compares Chinese and Spanish lecturers, and aims to analyze how teachers organize and construct knowledge through interactive metadiscourse in their classes so that it becomes accessible for their students. Four history teachers at a Spanish university were videorecorded and their use of interactive metadiscourse resources compared following the same procedure used by Zhang and Lo (2021) in the Chinese context. Our study revealed that the teachers followed a similar general trend in the use of metadiscourse patterns regardless of the context. However, noticeable differences in the specific linguistic realizations were also attested depending on the teachers’ L1. •EMI lecturers in different contexts follow similar interactive metadiscourse patterns.•Transition markers are the most widely used metadiscourse markers in China and Spain.•Frame markers, reminders and code glosses are least common in the two settings.•Differences in the specific realization of the markers are also found. |
| ArticleNumber | 102730 |
| Author | Doiz, Aintzane Lasagabaster, David |
| Author_xml | – sequence: 1 givenname: Aintzane surname: Doiz fullname: Doiz, Aintzane email: aintzane.doiz@ehu.eus – sequence: 2 givenname: David orcidid: 0000-0001-7750-2314 surname: Lasagabaster fullname: Lasagabaster, David email: david.lasagabaster@ehu.eus |
| BookMark | eNqFkM1KAzEQx4NUsK2-gYcFz1vzsd3d9CCU0qpQ8GLBW8hmZ9vUblKTVOjN1_D1fBJT1pMHncvAzP8_H78B6hlrAKFrgkcEk_x2O_JHH6AdUUxpLNGC4TPUJ2XBU0ZL2kN9zLI8pWPycoEG3m8xxhkvWB-tlta-arNOtAk2mZv1TvtN2kKtD22s-eAOKmhrkgBSbcD5r4_PpIUga-2VPTgPk2Rqkvlykexjdw9R_Q6X6LyROw9XP3mIVov58-whXT7dP86my1SxEodU0qwkTMq8VrJmMCaMEklVxaumwGVdAeecNlk9ZtDIugRFgBfjvCpljIo3bIhuurl7Z98O4IPYxptMXClozmnBMcFlVE06lXLWeweNUDrI01fBSb0TBIsTRrEVHUZxwig6jNGc_TLvnW6lO_5nu-tsEN9_1-CEVxqMimBdZCRqq_8e8A2yZ5PL |
| CitedBy_id | crossref_primary_10_3390_su142013502 crossref_primary_10_1558_jmtp_25511 crossref_primary_10_1515_CJAL_2024_0207 crossref_primary_10_29333_ejmste_12425 crossref_primary_10_1558_jmtp_23500 crossref_primary_10_2478_amns_2023_1_00126 crossref_primary_10_1186_s40468_024_00330_z crossref_primary_10_1558_jmtp_23945 crossref_primary_10_3389_fpsyg_2022_879713 crossref_primary_10_1016_j_esp_2025_05_003 crossref_primary_10_1016_j_system_2024_103262 crossref_primary_10_1515_mc_2023_0007 crossref_primary_10_1016_j_esp_2023_01_005 crossref_primary_10_1016_j_jeap_2025_101581 crossref_primary_10_1080_07908318_2022_2151615 crossref_primary_10_1016_j_system_2023_103210 crossref_primary_10_1111_ijal_12585 crossref_primary_10_1111_ijal_12793 crossref_primary_10_1016_j_lecon_2025_100002 crossref_primary_10_1558_jmtp_23460 crossref_primary_10_1558_jmtp_23493 crossref_primary_10_1075_jemi_24018_der |
| Cites_doi | 10.1016/j.jeap.2010.02.011 10.1016/0889-4906(93)90024-I 10.1016/j.esp.2009.02.001 10.1016/j.jeap.2015.09.003 10.1075/aila.25.02hyn 10.35360/njes.216 10.1016/j.pragma.2011.04.007 10.1016/j.esp.2010.09.002 10.1093/applin/25.2.156 10.1093/applin/22.1.58 10.35360/njes.220 10.1016/j.linged.2010.11.001 10.5539/elt.v4n1p42 10.1002/tesq.452 10.1016/j.system.2017.09.024 10.1093/elt/ccx010 10.35360/njes.218 10.1016/j.esp.2014.06.005 10.1002/sce.21275 10.2167/beb464.0 10.1016/j.pragma.2004.05.004 |
| ContentType | Journal Article |
| Copyright | 2022 The Authors Copyright Elsevier Science Ltd. Apr 2022 |
| Copyright_xml | – notice: 2022 The Authors – notice: Copyright Elsevier Science Ltd. Apr 2022 |
| DBID | 6I. AAFTH AAYXX CITATION 7T9 |
| DOI | 10.1016/j.system.2022.102730 |
| DatabaseName | ScienceDirect Open Access Titles Elsevier:ScienceDirect:Open Access CrossRef Linguistics and Language Behavior Abstracts (LLBA) |
| DatabaseTitle | CrossRef Linguistics and Language Behavior Abstracts (LLBA) |
| DatabaseTitleList | Linguistics and Language Behavior Abstracts (LLBA) |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Languages & Literatures Education |
| EISSN | 1879-3282 |
| ExternalDocumentID | 10_1016_j_system_2022_102730 S0346251X22000112 |
| GroupedDBID | --K --M -~X .~1 0R~ 123 1B1 1RT 1VT 1~. 1~5 4.4 457 4G. 5VS 6I. 7-5 71M 8P~ 9JO AABNK AACTN AAEDT AAEDW AAFJI AAFTH AAIAV AAIKJ AAKOC AALRI AAOAW AAQFI AAQXK AAXUO AAYOK ABJNI ABMAC ABMMH ABPIV ABXDB ABYKQ ACDAQ ACGFS ACHQT ACRLP ADBBV ADEZE ADMUD AEBSH AEKER AFFNX AFKWA AFTJW AGHFR AGUBO AGYEJ AHHHB AIEXJ AIKHN AITUG AJBFU AJOXV AKYCK ALMA_UNASSIGNED_HOLDINGS AMFUW AMRAJ AOMHK ASPBG AVARZ AVWKF AXJTR AZFZN BKOJK BLXMC CS3 EBS EFJIC EFLBG EJD EO8 EO9 EP2 EP3 FDB FEDTE FGOYB FIRID FNPLU FYGXN G-2 G-Q GBLVA HMY HVGLF HZ~ IHE J1W KOM M3Y M41 MO0 N9A O-L O9- OAUVE OZT P-8 P-9 P2P PC. PRBVW Q38 R2- RIG ROL RPZ SDF SDG SES SEW SPCBC SSB SSO SSS SSZ T5K TN5 WUQ X7L XIH ~G- 9DU AATTM AAXKI AAYWO AAYXX ABWVN ACLOT ACRPL ACVFH ADCNI ADMHG ADNMO AEIPS AEUPX AFJKZ AFPUW AGQPQ AIGII AIIUN AKBMS AKRWK AKYEP ANKPU APXCP CITATION EFKBS ~HD 7T9 |
| ID | FETCH-LOGICAL-c380t-a24813aa6dcad3e51321a2cb9bf708dbe9992f4d53efad8ec1e9756b8aaaab9f3 |
| ISICitedReferencesCount | 21 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000781859500005&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 0346-251X |
| IngestDate | Sat Nov 08 17:00:18 EST 2025 Sat Nov 29 07:23:23 EST 2025 Tue Nov 18 21:57:27 EST 2025 Fri Feb 23 02:38:37 EST 2024 |
| IsDoiOpenAccess | true |
| IsOpenAccess | true |
| IsPeerReviewed | true |
| IsScholarly | true |
| Keywords | EMI Metadiscourse patterns Frame marker English-medium instruction Teachers Reminder Oral speech Transition marker Metadiscourse Code gloss |
| Language | English |
| License | This is an open access article under the CC BY-NC-ND license. |
| LinkModel | OpenURL |
| MergedId | FETCHMERGED-LOGICAL-c380t-a24813aa6dcad3e51321a2cb9bf708dbe9992f4d53efad8ec1e9756b8aaaab9f3 |
| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 |
| ORCID | 0000-0001-7750-2314 |
| OpenAccessLink | https://dx.doi.org/10.1016/j.system.2022.102730 |
| PQID | 2692790108 |
| PQPubID | 2038343 |
| ParticipantIDs | proquest_journals_2692790108 crossref_citationtrail_10_1016_j_system_2022_102730 crossref_primary_10_1016_j_system_2022_102730 elsevier_sciencedirect_doi_10_1016_j_system_2022_102730 |
| PublicationCentury | 2000 |
| PublicationDate | April 2022 2022-04-00 20220401 |
| PublicationDateYYYYMMDD | 2022-04-01 |
| PublicationDate_xml | – month: 04 year: 2022 text: April 2022 |
| PublicationDecade | 2020 |
| PublicationPlace | Oxford |
| PublicationPlace_xml | – name: Oxford |
| PublicationTitle | System (Linköping) |
| PublicationYear | 2022 |
| Publisher | Elsevier Ltd Elsevier Science Ltd |
| Publisher_xml | – name: Elsevier Ltd – name: Elsevier Science Ltd |
| References | Bruce (bib4) 2010; 9 Hyland, Tse (bib14) 2004; 25 Lee, Subtirelu (bib17) 2015; 37 Galloway, Rose (bib9) 2018; 72 Hynninen (bib15) 2012; 25 Dahl (bib8) 2004; 36 Mauranen (bib20) 2010; 9 Hyland (bib12) 2005 Seidlhofer (bib23) 2011 Dafouz, Núñez, Sancho (bib7) 2007; 10 Clyne (bib6) 1987 Hirano (bib10) 2009; 28 Jenkins (bib16) 2014 Zhang (bib30) 2017 Hyland (bib13) 2010; 9 Lasagabaster (bib33) 2021 Neff-Van Aertselaer, Dafouz (bib22) 2008 Soler (bib24) 2011; 30 Thompson (bib26) 2001; 22 Mu, Zhang, Ehrich, Hong (bib21) 2015; 20 Carrió-Pastor (bib5) 2014; 27 Doiz, Lasagabaster (bib32) 2018; 52 Ädel (bib1) 2010; 9 Tang (bib25) 2017; 101 (bib27) 2011 Hu, Cao (bib11) 2011; 43 Zarei, Mansoori (bib29) 2011; 4 Mauranen (bib19) 1993; 12 Breeze, Dafouz (bib3) 2017; 70 Vergaro (bib28) 2011; 22 Zhang, Lo (bib31) 2021 Lee (10.1016/j.system.2022.102730_bib17) 2015; 37 Zarei (10.1016/j.system.2022.102730_bib29) 2011; 4 Dahl (10.1016/j.system.2022.102730_bib8) 2004; 36 Mauranen (10.1016/j.system.2022.102730_bib19) 1993; 12 (10.1016/j.system.2022.102730_bib27) 2011 Carrió-Pastor (10.1016/j.system.2022.102730_bib5) 2014; 27 Vergaro (10.1016/j.system.2022.102730_bib28) 2011; 22 Hu (10.1016/j.system.2022.102730_bib11) 2011; 43 Hyland (10.1016/j.system.2022.102730_bib12) 2005 Thompson (10.1016/j.system.2022.102730_bib26) 2001; 22 Lasagabaster (10.1016/j.system.2022.102730_bib33) 2021 Doiz (10.1016/j.system.2022.102730_bib32) 2018; 52 Bruce (10.1016/j.system.2022.102730_bib4) 2010; 9 Neff-Van Aertselaer (10.1016/j.system.2022.102730_bib22) 2008 Tang (10.1016/j.system.2022.102730_bib25) 2017; 101 Zhang (10.1016/j.system.2022.102730_bib31) 2021 Jenkins (10.1016/j.system.2022.102730_bib16) 2014 Hynninen (10.1016/j.system.2022.102730_bib15) 2012; 25 Breeze (10.1016/j.system.2022.102730_bib3) 2017; 70 Hyland (10.1016/j.system.2022.102730_bib13) 2010; 9 Soler (10.1016/j.system.2022.102730_bib24) 2011; 30 Hirano (10.1016/j.system.2022.102730_bib10) 2009; 28 Mu (10.1016/j.system.2022.102730_bib21) 2015; 20 Hyland (10.1016/j.system.2022.102730_bib14) 2004; 25 Zhang (10.1016/j.system.2022.102730_bib30) 2017 Dafouz (10.1016/j.system.2022.102730_bib7) 2007; 10 Seidlhofer (10.1016/j.system.2022.102730_bib23) 2011 Clyne (10.1016/j.system.2022.102730_bib6) 1987 Mauranen (10.1016/j.system.2022.102730_bib20) 2010; 9 Galloway (10.1016/j.system.2022.102730_bib9) 2018; 72 Ädel (10.1016/j.system.2022.102730_bib1) 2010; 9 |
| References_xml | – volume: 25 start-page: 13 year: 2012 end-page: 29 ident: bib15 article-title: ICL at the micro level. L2 speakers taking on the role of language experts publication-title: AILA Review – volume: 25 start-page: 156 year: 2004 end-page: 177 ident: bib14 article-title: Metadiscourse in academic writing: A reappraisal publication-title: Applied Linguistics – volume: 27 start-page: 153 year: 2014 end-page: 166 ident: bib5 article-title: Cross-cultural variation in the use of modal verbs in Academic English publication-title: SKY Journal of Linguistics – year: 2014 ident: bib16 article-title: English as a lingua franca in the international university: The politics of academic English language policy – year: 2017 ident: bib30 article-title: Classroom discourse in content-based instruction in higher education: A focus on teachers' use of metadiscourse – volume: 72 start-page: 3 year: 2018 end-page: 14 ident: bib9 article-title: Incorporating global English into the ELT classroom publication-title: ELT Journal – start-page: 355 year: 2011 end-page: 371 ident: bib23 article-title: Lingua franca English: The European context publication-title: The Routledge handbook of world Englishes – volume: 9 start-page: 69 year: 2010 end-page: 97 ident: bib1 article-title: Just to give you kind of a map of where we are going: A taxonomy of metadiscourse in spoken and written academic English publication-title: Nordic Journal of English Studies – start-page: 56 year: 2021 end-page: 79 ident: bib31 article-title: EMI teachers' use of interactive metadiscourse in lecture organization and knowledge construction publication-title: Language use in English-medium instruction at university: International perspectives on teacher practice – volume: 37 start-page: 52 year: 2015 end-page: 62 ident: bib17 article-title: Metadiscourse in the classroom: A comparative analysis of EAP lessons and university lectures publication-title: English for Specific Purposes – year: 2005 ident: bib12 article-title: Metadiscourse: Exploring interaction in writing – start-page: 87 year: 2008 end-page: 102 ident: bib22 article-title: Argumentation patterns in different languages: An analysis of metadiscourse markers in English and Spanish texts publication-title: Developing contrasting pragmatics: Interlanguage and cross-cultural perspectives – start-page: 73 year: 1987 end-page: 83 ident: bib6 article-title: Discourse structures and discourse expectations: Implications for Anglo-German academic communication in English publication-title: Discourse across cultures: Strategies in world Englishes – volume: 30 start-page: 124 year: 2011 end-page: 137 ident: bib24 article-title: Comparative and contrastive observations on scientific titles written in English and Spanish publication-title: English for Specific Purposes – volume: 12 start-page: 3 year: 1993 end-page: 22 ident: bib19 article-title: Contrastive ESP rhetoric: Metatext in Finnish-English economic texts publication-title: English for Specific Purposes – volume: 36 start-page: 1807 year: 2004 end-page: 1825 ident: bib8 article-title: Textual metadiscourse in research articles: A marker of national culture or of academic discipline? publication-title: Journal of Pragmatics – volume: 9 start-page: 153 year: 2010 end-page: 166 ident: bib4 article-title: Textual and discoursal resources used in the essay genre in sociology and English publication-title: Journal of English for Academic Purposes – volume: 4 start-page: 42 year: 2011 end-page: 50 ident: bib29 article-title: A contrastive study on metadiscourse elements used in humanities vs. non-humanities across Persian and English publication-title: English Language Teaching – volume: 52 start-page: 657 year: 2018 end-page: 679 ident: bib32 article-title: Teachers’ and students’ L2 motivational self-system in English-medium instruction: A qualitative approach publication-title: TESOL Quarterly – volume: 22 start-page: 58 year: 2001 end-page: 78 ident: bib26 article-title: Interaction in academic writing: Learning to argue with the reader publication-title: Applied Linguistics – volume: 101 start-page: 548 year: 2017 end-page: 583 ident: bib25 article-title: Analyzing teachers' use of metadiscourse: The missing element in classroom discourse analysis publication-title: Science Education – volume: 9 start-page: 125 year: 2010 end-page: 143 ident: bib13 article-title: Metadiscourse. Mapping interactions in academic writing publication-title: Nordic Journal of English Studies – volume: 10 start-page: 647 year: 2007 end-page: 662 ident: bib7 article-title: Analysing stance in a CLIL university context: Non-native speaker use of personal pronouns and modal verbs publication-title: International Journal of Bilingual Education and Bilingualism – volume: 70 start-page: 81 year: 2017 end-page: 91 ident: bib3 article-title: Constructing complex cognitive discourse functions in higher education: An exploratory study of exam answers in Spanish- and English-medium instruction settings publication-title: System – year: 2011 ident: bib27 article-title: Assessing speaking performance – level C1 – start-page: 163 year: 2021 end-page: 180 ident: bib33 article-title: Team teaching: A way to boost the quality of EMI programmes? publication-title: Developing and Evaluating Quality Bilingual Practices in Higher Education – volume: 43 start-page: 2795 year: 2011 end-page: 2809 ident: bib11 article-title: Hedging and boosting in abstracts of applied linguistics articles: A comparative study of English- and Chinese-medium journals publication-title: Journal of Pragmatics – volume: 9 start-page: 13 year: 2010 end-page: 40 ident: bib20 article-title: Discourse reflexivity – a discourse universal? The case of ELF publication-title: Nordic Journal of English Studies – volume: 28 start-page: 240 year: 2009 end-page: 250 ident: bib10 article-title: Research article introductions in English for specific purposes: A comparison between Brazilian Portuguese and English publication-title: English for Specific Purposes – volume: 20 start-page: 135 year: 2015 end-page: 148 ident: bib21 article-title: The use of metadiscourse for knowledge construction in Chinese and English research articles publication-title: Journal of English for Academic Purposes – volume: 22 start-page: 118 year: 2011 end-page: 132 ident: bib28 article-title: Shades of impersonality: Rhetorical positioning in the academic writing of Italian students of English publication-title: Linguistics and Education – volume: 9 start-page: 153 year: 2010 ident: 10.1016/j.system.2022.102730_bib4 article-title: Textual and discoursal resources used in the essay genre in sociology and English publication-title: Journal of English for Academic Purposes doi: 10.1016/j.jeap.2010.02.011 – volume: 12 start-page: 3 issue: 1 year: 1993 ident: 10.1016/j.system.2022.102730_bib19 article-title: Contrastive ESP rhetoric: Metatext in Finnish-English economic texts publication-title: English for Specific Purposes doi: 10.1016/0889-4906(93)90024-I – volume: 28 start-page: 240 issue: 4 year: 2009 ident: 10.1016/j.system.2022.102730_bib10 article-title: Research article introductions in English for specific purposes: A comparison between Brazilian Portuguese and English publication-title: English for Specific Purposes doi: 10.1016/j.esp.2009.02.001 – volume: 20 start-page: 135 year: 2015 ident: 10.1016/j.system.2022.102730_bib21 article-title: The use of metadiscourse for knowledge construction in Chinese and English research articles publication-title: Journal of English for Academic Purposes doi: 10.1016/j.jeap.2015.09.003 – volume: 25 start-page: 13 issue: 1 year: 2012 ident: 10.1016/j.system.2022.102730_bib15 article-title: ICL at the micro level. L2 speakers taking on the role of language experts publication-title: AILA Review doi: 10.1075/aila.25.02hyn – volume: 9 start-page: 13 issue: 2 year: 2010 ident: 10.1016/j.system.2022.102730_bib20 article-title: Discourse reflexivity – a discourse universal? The case of ELF publication-title: Nordic Journal of English Studies doi: 10.35360/njes.216 – start-page: 163 year: 2021 ident: 10.1016/j.system.2022.102730_bib33 article-title: Team teaching: A way to boost the quality of EMI programmes? – start-page: 87 year: 2008 ident: 10.1016/j.system.2022.102730_bib22 article-title: Argumentation patterns in different languages: An analysis of metadiscourse markers in English and Spanish texts – volume: 43 start-page: 2795 issue: 11 year: 2011 ident: 10.1016/j.system.2022.102730_bib11 article-title: Hedging and boosting in abstracts of applied linguistics articles: A comparative study of English- and Chinese-medium journals publication-title: Journal of Pragmatics doi: 10.1016/j.pragma.2011.04.007 – volume: 30 start-page: 124 issue: 2 year: 2011 ident: 10.1016/j.system.2022.102730_bib24 article-title: Comparative and contrastive observations on scientific titles written in English and Spanish publication-title: English for Specific Purposes doi: 10.1016/j.esp.2010.09.002 – volume: 25 start-page: 156 issue: 2 year: 2004 ident: 10.1016/j.system.2022.102730_bib14 article-title: Metadiscourse in academic writing: A reappraisal publication-title: Applied Linguistics doi: 10.1093/applin/25.2.156 – volume: 22 start-page: 58 issue: 1 year: 2001 ident: 10.1016/j.system.2022.102730_bib26 article-title: Interaction in academic writing: Learning to argue with the reader publication-title: Applied Linguistics doi: 10.1093/applin/22.1.58 – volume: 9 start-page: 125 issue: 2 year: 2010 ident: 10.1016/j.system.2022.102730_bib13 article-title: Metadiscourse. Mapping interactions in academic writing publication-title: Nordic Journal of English Studies doi: 10.35360/njes.220 – start-page: 355 year: 2011 ident: 10.1016/j.system.2022.102730_bib23 article-title: Lingua franca English: The European context – volume: 22 start-page: 118 issue: 2 year: 2011 ident: 10.1016/j.system.2022.102730_bib28 article-title: Shades of impersonality: Rhetorical positioning in the academic writing of Italian students of English publication-title: Linguistics and Education doi: 10.1016/j.linged.2010.11.001 – volume: 4 start-page: 42 issue: 1 year: 2011 ident: 10.1016/j.system.2022.102730_bib29 article-title: A contrastive study on metadiscourse elements used in humanities vs. non-humanities across Persian and English publication-title: English Language Teaching doi: 10.5539/elt.v4n1p42 – volume: 52 start-page: 657 year: 2018 ident: 10.1016/j.system.2022.102730_bib32 article-title: Teachers’ and students’ L2 motivational self-system in English-medium instruction: A qualitative approach publication-title: TESOL Quarterly doi: 10.1002/tesq.452 – start-page: 56 year: 2021 ident: 10.1016/j.system.2022.102730_bib31 article-title: EMI teachers' use of interactive metadiscourse in lecture organization and knowledge construction – volume: 70 start-page: 81 year: 2017 ident: 10.1016/j.system.2022.102730_bib3 article-title: Constructing complex cognitive discourse functions in higher education: An exploratory study of exam answers in Spanish- and English-medium instruction settings publication-title: System doi: 10.1016/j.system.2017.09.024 – volume: 72 start-page: 3 issue: 1 year: 2018 ident: 10.1016/j.system.2022.102730_bib9 article-title: Incorporating global English into the ELT classroom publication-title: ELT Journal doi: 10.1093/elt/ccx010 – volume: 27 start-page: 153 year: 2014 ident: 10.1016/j.system.2022.102730_bib5 article-title: Cross-cultural variation in the use of modal verbs in Academic English publication-title: SKY Journal of Linguistics – year: 2017 ident: 10.1016/j.system.2022.102730_bib30 – volume: 9 start-page: 69 issue: 2 year: 2010 ident: 10.1016/j.system.2022.102730_bib1 article-title: Just to give you kind of a map of where we are going: A taxonomy of metadiscourse in spoken and written academic English publication-title: Nordic Journal of English Studies doi: 10.35360/njes.218 – year: 2005 ident: 10.1016/j.system.2022.102730_bib12 – start-page: 73 year: 1987 ident: 10.1016/j.system.2022.102730_bib6 article-title: Discourse structures and discourse expectations: Implications for Anglo-German academic communication in English – volume: 37 start-page: 52 issue: 4 year: 2015 ident: 10.1016/j.system.2022.102730_bib17 article-title: Metadiscourse in the classroom: A comparative analysis of EAP lessons and university lectures publication-title: English for Specific Purposes doi: 10.1016/j.esp.2014.06.005 – volume: 101 start-page: 548 issue: 4 year: 2017 ident: 10.1016/j.system.2022.102730_bib25 article-title: Analyzing teachers' use of metadiscourse: The missing element in classroom discourse analysis publication-title: Science Education doi: 10.1002/sce.21275 – year: 2014 ident: 10.1016/j.system.2022.102730_bib16 – volume: 10 start-page: 647 issue: 5 year: 2007 ident: 10.1016/j.system.2022.102730_bib7 article-title: Analysing stance in a CLIL university context: Non-native speaker use of personal pronouns and modal verbs publication-title: International Journal of Bilingual Education and Bilingualism doi: 10.2167/beb464.0 – year: 2011 ident: 10.1016/j.system.2022.102730_bib27 – volume: 36 start-page: 1807 issue: 10 year: 2004 ident: 10.1016/j.system.2022.102730_bib8 article-title: Textual metadiscourse in research articles: A marker of national culture or of academic discipline? publication-title: Journal of Pragmatics doi: 10.1016/j.pragma.2004.05.004 |
| SSID | ssj0004973 |
| Score | 2.4586973 |
| Snippet | Metadiscourse plays a key role in teachers’ attempts to ease and maximize knowledge transmission. This role is particularly important in the context of... Metadiscourse plays a key role in teachers' attempts to ease and maximize knowledge transmission. This role is particularly important in the context of... |
| SourceID | proquest crossref elsevier |
| SourceType | Aggregation Database Enrichment Source Index Database Publisher |
| StartPage | 102730 |
| SubjectTerms | Chinese languages Code gloss College students Discourse analysis English as an international language English for academic purposes English language English-medium instruction Foreign languages Frame marker Knowledge Lectures Metadiscourse Metadiscourse patterns Nonnative-speaking teachers Oral speech Reminder Second language teachers Spanish language Teachers Teaching Transition marker |
| Title | Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective |
| URI | https://dx.doi.org/10.1016/j.system.2022.102730 https://www.proquest.com/docview/2692790108 |
| Volume | 105 |
| WOSCitedRecordID | wos000781859500005&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVESC databaseName: Elsevier SD Freedom Collection Journals 2021 customDbUrl: eissn: 1879-3282 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0004973 issn: 0346-251X databaseCode: AIEXJ dateStart: 19950201 isFulltext: true titleUrlDefault: https://www.sciencedirect.com providerName: Elsevier |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwtV3NbtQwELbQlgMXBOWvUJAPiAtKlbWd2Oa2ha0ARRUSrbS3aJI4qBVkV2RBVU99DV6PJ-n4b7NLhQpI7CFaRYkdecb2zPibbwh5zjKQTVO1ia7RXRW1ShMAkSVCA2tkU5m0clVLCnl4qGYz_SFURe1dOQHZdersTC_-q6jxHgrbps7-hbhXjeIN_I9CxyuKHa9_JPjCRmRdogqalSFLN7FH6N--WOR55It9ufRczn2EO2hbTRpslu7cAjtCxHBaHFhq4_WEzGjLerJzVxMEHVp74r6fL1yJlFVw4c38xAWoJ_gx5zCc4BfQwyfAHTSUBRmQ9SEAgb7rgFtxUbGYGTPAkFw2lsgTtJ1mfp_xi6uSOuFMba6-Luv66krugwqne57Qes92bGkmZDjF2eTI_mi7s70x5oxc3JO3mMy0GpGtybvp7P2QKqs96CB-XsymdJC_q339zlr5Zd92xsjRHXI7eBF04qV_l9ww3bYtwB3AOtvkYRHi0D19QYsVdXZ_jxwH_aBWP-imftA1_aBRP35e_KAbmvGKTjqKekHX9OI-OT6YHr1-m4TaGknNVbpMgAk15gB5U0PDTTbmbAysrnTVylThHEXHgbWiybhpoVGmHhsts7xSgL9Kt_wBGXXzzjwiVPA2x2Y4MykIJQTk3FgeOkg1U6DqHcLjGJZ1IJ639U8-lxFheFr6kS_tyJd-5HdIsnpr4YlXrnleRvGUwXj0RmGJGnXNm7tRmmWYx33Jcs2khS6px__c8BNya5gvu2SEAjRPyc36-_Kk__osaOYlcYug4g |
| linkProvider | Elsevier |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Looking+into+English-medium+instruction+teachers%E2%80%99+metadiscourse%3A+An+ELF+perspective&rft.jtitle=System+%28Link%C3%B6ping%29&rft.au=Doiz%2C+Aintzane&rft.au=Lasagabaster%2C+David&rft.date=2022-04-01&rft.pub=Elsevier+Ltd&rft.issn=0346-251X&rft.eissn=1879-3282&rft.volume=105&rft_id=info:doi/10.1016%2Fj.system.2022.102730&rft.externalDocID=S0346251X22000112 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0346-251X&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0346-251X&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0346-251X&client=summon |