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Group-level formative feedback and metadiscourse

Monica Resendes, Marlene Scardamalia, Carl Bereiter, Bodong Chen, Cindy Halewood
<span title="2015-08-20">2015</span> <i title="Springer Nature"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/mf7jwo33wbgoxcycwisj6tgcmq" style="color: black;">International Journal of Computer-Supported Collaborative Learning</a> </i> &nbsp;
This research explores the ability of grade 2 students to engage in productive discussion about the state of their knowledge building using group-level feedback tools to support their metadiscourse.  ...  Two formative feedback visualization tools were co-developed by the classroom teacher and researchers to show (a) overlaps and discrepancies between words students used in their Knowledge Forum notes and  ...  The other research questions concerned the effectiveness of group-level formative feedback to support metadiscourse.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/s11412-015-9219-x">doi:10.1007/s11412-015-9219-x</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/ob6buqu3kjfftopkc5x5g3tkzy">fatcat:ob6buqu3kjfftopkc5x5g3tkzy</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20170811005450/http://www.ikit.org/fulltext/2015-Group-Level.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/c8/05/c805719130ee31626472f31eacc89163c67a2169.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/s11412-015-9219-x"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> springer.com </button> </a>

Metadiscourse Use in a Dialogic Feedback Practice

Claire Louise Rodway
<span title="2018-08-31">2018</span> <i title="Egitim Danismanligi ve Arastirmalari (EDAM)"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/zthvcxxwvnddrbzeeqjrkluotm" style="color: black;">Educational Sciences Theory &amp; Practice</a> </i> &nbsp;
A corpus of 627 formative comments, comprising 16,660 words and providing feedback on argumentation in first-year undergraduate texts, was analysed with reference to Ädel's (2017, 2018) recent findings  ...  and observations, which called for a re-defining of the function and definition of metadiscourse.  ...  This forms part of the context at the micro level, realising supporting feedback discourse in the in-task guidance phase of the cycle.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.12738/estp.2018.4.0043">doi:10.12738/estp.2018.4.0043</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/52zyglbr5rhpxh6lme6ydkpeh4">fatcat:52zyglbr5rhpxh6lme6ydkpeh4</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20200507174954/https://research-repository.griffith.edu.au/bitstream/handle/10072/384934/Rodway166436.pdf;jsessionid=55FD33857436EA5CAFB009CB1C18F076?sequence=1" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/a1/7a/a17ab7bc2b09e200ca45df37d7d45a6c70417765.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.12738/estp.2018.4.0043"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

Variation in Metadiscursive "You" Across Genres: From Research Articles to Teacher Feedback

Annelie Ädel
<span title="2018-08-31">2018</span> <i title="Egitim Danismanligi ve Arastirmalari (EDAM)"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/zthvcxxwvnddrbzeeqjrkluotm" style="color: black;">Educational Sciences Theory &amp; Practice</a> </i> &nbsp;
The metadiscourse in teacher feedback was found to be primarily about solving communication problems rather than organising the discourse and telling the reader how to respond to it.  ...  The material includes university lectures, research articles, advanced university student essays and teacher feedback on student writing.  ...  Ädel, 2006) and, more recently, focusing on "novice" writers at the postgraduate level contrasting not only L1 English to L2 English but also the L1 of the L2 group (Akbas & Hardman, 2018) .  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.12738/estp.2018.4.0037">doi:10.12738/estp.2018.4.0037</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/xtxejgrlkbhobl23fsgull673y">fatcat:xtxejgrlkbhobl23fsgull673y</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20190429022504/http://www.estp.com.tr/wp-content/uploads/2018/12/ESTPAugust2018_777_796-1.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/86/55/8655e4bfd9f9a905c8285ef2ed734fffa9fbb50d.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.12738/estp.2018.4.0037"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

Cooperative or collaborative literacy practices: Mapping metadiscourse in a business students' wiki group project

Hesham Suleiman Alyousef, Michelle Yvette Picard
<span title="2011-06-12">2011</span> <i title="Australasian Society for Computers in Learning in Tertiary Education"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/5deriepo5zhdtjmdxylk4ms3lm" style="color: black;">Australasian Journal of Educational Technology</a> </i> &nbsp;
This study is framed by Hyland and Tse (2004) and Hyland's (2005, 2010) models for the analysis of metadiscourse markers in IFR discourse.  ...  Little research to date has been conducted on how wikis formatively develop international English as a second language (ESL) in business students' academic discourse.  ...  We also thank Dr Peter Mickan for his invaluable support and encouraging comments on an earlier draft.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.14742/ajet.955">doi:10.14742/ajet.955</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/5zami6qwkzeelo5lslqxroce7q">fatcat:5zami6qwkzeelo5lslqxroce7q</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20150328162205/http://ascilite.org.au/ajet/submission/index.php/AJET/article/viewFile/955/231" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/c6/4d/c64de6749e97bca093a8d5e9eba4db60441e8533.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.14742/ajet.955"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

The role of output and feedback in second language acquisition: a classroom-based study of grammar acquisition by adult English language learners

Ewa Donesch-Jezo
<span title="2011-06-17">2011</span> <i title="University of Tartu Press"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/b5ifm7zo2bah3fry7hxyv6oa4m" style="color: black;">Eesti ja Soome-ugri Keeleteaduse Ajakiri</a> </i> &nbsp;
forms.  ...  meanings of uncertainty, all of which are parts of speech that are important metadiscourse items.  ...  It should be noted that the students in all our three study groups were on the intermediate level of L2 profi ciency, and the target forms had not been totally new for at least some of them.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.12697/jeful.2011.2.2.01">doi:10.12697/jeful.2011.2.2.01</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/d5cwmzwigrgxtmhmjqpj4iwo3e">fatcat:d5cwmzwigrgxtmhmjqpj4iwo3e</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20200215163225/http://ojs.utlib.ee/index.php/jeful/article/download/jeful.2011.2.2.01/10301" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/65/c1/65c1a872f4438542883a1775ab1dad59f1ccb28f.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.12697/jeful.2011.2.2.01"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

THE PSYCHOLOGY OF AUDIENCE AWARENESS IN THE COMPOSING PROCESS: THE CASE FOR NOVICE AND EXPERT WRITERS

Noor Hanim Rahmat, Nadiah Hj Thantawi Jauhari, Noor Ahnis Othman, Nor Fazlin Mohd Ramli
<span title="2018-07-31">2018</span> <i title="Global Research &amp; Development Services"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/6parwnxjrrd5lo2kogsth3z7iy" style="color: black;">PEOPLE International Journal of Social Sciences</a> </i> &nbsp;
Both qualitative and quantitative data were analysed. Findings reveal different writers use different metadiscourse to communicate with their audience.  ...  Writing is seen as a social cognitive process by the writer and teaching it will have to focus on the social context.  ...  The findings revealed that the frequency of metadiscourse resources was different in two groups.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.20319/pijss.2018.42.440452">doi:10.20319/pijss.2018.42.440452</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/mnugu22ognbcjoyub6zuzb75i4">fatcat:mnugu22ognbcjoyub6zuzb75i4</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20200209031955/https://grdspublishing.org/index.php/people/article/download/1445/1223" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/d4/e2/d4e24c070508c8f1d334176ead254289933c867c.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.20319/pijss.2018.42.440452"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

Teaching writing skills through genre: applying the genre-based approach in Iran

Somayye Ariyanfar
<span title="">2020</span> <i title="Suryasa and Sons"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/v6ij7vqwbjbunhadts5kidfw6m" style="color: black;">International Research Journal of Management IT and Social Sciences</a> </i> &nbsp;
Developing effective argumentative and persuasive texts is a challenge for both native and non-native students of writing skills, where a lack of linguistic, rhetorical, and cultural awareness skills are  ...  , combining elements of structure, language, rhetoric, and cultural contextualization, gives more rapid results, and leads to better and more confident writers, as well as better syllabus development.  ...  International research journal of management, IT and social sciences © 2020. This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/).  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.21744/irjmis.v7n1.843">doi:10.21744/irjmis.v7n1.843</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/q2e7r3vhfff6zhb5cpffjizb4u">fatcat:q2e7r3vhfff6zhb5cpffjizb4u</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20201106041837/https://sloap.org/journals/index.php/irjmis/article/download/843/1368" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/be/69/be6993be9b1173a92b57ba84dabc4a17536dff2d.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.21744/irjmis.v7n1.843"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> Publisher / doi.org </button> </a>

The Interaction of Metadiscourse and Anxiety in Determining Children's Learning of Social Studies Textbook Materials

Avon Crismore, Kennedy T. Hill
<span title="">1988</span> <i title="SAGE Publications"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/amengqvnpzgbrhfspz6nwyftnq" style="color: black;">Journal of Reading Behavior</a> </i> &nbsp;
On the other level, the level of metadiscourse, we do not add propositional material but help our readers organize, classify, interpret, evaluate, and react to such material.  ...  The role of attitudinal, voice, and informational metadiscourse characteristics and level of student anxiety were studied as they affect learning from social studies textbooks for 120 sixth-graders.  ...  Informational metadiscourse was added to the text on two levels, global and local.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1080/10862968809547642">doi:10.1080/10862968809547642</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/3a7q364kmvf65hngiquvztan4e">fatcat:3a7q364kmvf65hngiquvztan4e</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20120710082032/http://jlr.sagepub.com:80/content/20/3/249.full.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/9e/d7/9ed74ad6e36bee4eb7ea9a3f87dc06ad86017300.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1080/10862968809547642"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> Publisher / doi.org </button> </a>

Metadiscourse Variations across Academic Genres: Rhetorical Preferences in Textual and Interpersonal Markers

Erdem Akbas, Çiler Hatipoğlu
<span title="2018-08-31">2018</span> <i title="Egitim Danismanligi ve Arastirmalari (EDAM)"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/zthvcxxwvnddrbzeeqjrkluotm" style="color: black;">Educational Sciences Theory &amp; Practice</a> </i> &nbsp;
leading to the improvement of teaching and learning of MD both at national and international levels.  ...  genres (e.g., university lectures, teacher feedback, dissertations, undergraduate writing).  ...  ) by referring to personal and impersonal forms.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.12738/estp.2018.4.0001">doi:10.12738/estp.2018.4.0001</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/w6vswhk7l5gfdi2tfcl5m4bfra">fatcat:w6vswhk7l5gfdi2tfcl5m4bfra</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20190428225217/http://www.estp.com.tr/wp-content/uploads/2019/01/ESTPAugust2018_767_775.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/1f/59/1f590569955fe156eae5db3c614db3bce50be018.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.12738/estp.2018.4.0001"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

Conceptualizing the intersubjective group

Gerry Stahl
<span title="2015-08-13">2015</span> <i title="Springer Nature"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/mf7jwo33wbgoxcycwisj6tgcmq" style="color: black;">International Journal of Computer-Supported Collaborative Learning</a> </i> &nbsp;
The final one makes a parallel move for formative feedback and metadiscourse, applying them at the group level.  ...  Nevertheless, the paper offers stimulating design suggestions: group-level formative feedback can represent group vocabulary; support the group to evaluate its own progress; give feedback on secondary  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/s11412-015-9220-4">doi:10.1007/s11412-015-9220-4</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/gauvokfbirfujnzeem4soxqnqe">fatcat:gauvokfbirfujnzeem4soxqnqe</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20180727155703/https://link.springer.com/content/pdf/10.1007%2Fs11412-015-9220-4.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/45/b4/45b4d117154c9825d2284baee0690f10f89164a2.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/s11412-015-9220-4"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> springer.com </button> </a>

A Cross-linguistic Analysis of Interactive Metadiscourse Devices Employment in Native English and Arab ESL Academic Writings

Ali Ayed S. Alshahrani
<span title="2015-08-11">2015</span> <i title="Academy Publication"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/e3klubremzhhna7jqg2rxhvb34" style="color: black;">Theory and Practice in Language Studies</a> </i> &nbsp;
This study presents a qualitative, comparative study of interactive metadiscourse in the academic writing of two groups of Native speakers of English and Native speakers of Arabic doctorate students working  ...  Using Hyland's (2005) interpersonal model of metadiscourse, the discussion and conclusion chapters have been compared to examine the influence of intercultural and local institute academic culture contexts  ...  Students should be provided with extensive training and detailed feedback in reference to their use of these devices in their academic writing courses at ELP advanced levels.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.17507/tpls.0508.01">doi:10.17507/tpls.0508.01</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/ul5n2ys3zvbzza6ntce3kziglu">fatcat:ul5n2ys3zvbzza6ntce3kziglu</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20170922021727/http://www.academypublication.com/ojs/index.php/tpls/article/download/tpls050815351542/321" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/8d/7e/8d7e74faa4f66542d43f80a9b8bca4ff02a4e43c.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.17507/tpls.0508.01"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

Page 1374 of Psychological Abstracts Vol. 78, Issue 5 [page]

<span title="">1991</span> <i title="American Psychological Association"> <a target="_blank" rel="noopener" href="https://archive.org/details/pub_psychological-abstracts" style="color: black;">Psychological Abstracts </a> </i> &nbsp;
—Studied the effects of individualized written feedback, oral group feedback, and no feedback on learning music. Ss were 80 secondary-level students.  ...  —Studied the impact of metadiscourse (MD) on the learning and attitudes of 120 6th-grade students.  ... 
<span class="external-identifiers"> </span>
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Disciplinary interactions: metadiscourse in L2 postgraduate writing

Ken Hyland
<span title="">2004</span> <i title="Elsevier BV"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/ecpxpyoevjdj7pm4mrrzux3hyi" style="color: black;">Journal of Second Language Writing</a> </i> &nbsp;
The paper examines the purposes and distributions of metadiscourse in a corpus of 240 doctoral and masters dissertations totalling four million words written by Hong Kong students.  ...  Metadiscourse is self-reflective linguistic expressions referring to the evolving text, to the writer, and to the imagined readers of that text.  ...  These findings are likely to provide a useful basis for group feedback discussions and further consideration on the decisions behind certain forms and the impressions one can make in employing them.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1016/j.jslw.2004.02.001">doi:10.1016/j.jslw.2004.02.001</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/7tp6psi3bvhslktfpdc4zui3zm">fatcat:7tp6psi3bvhslktfpdc4zui3zm</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20120916124415/http://www2.caes.hku.hk/kenhyland/files/2010/12/md-dissertations.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/e3/2c/e32ce53838ba96abc88d43a6b22e40c4ed2a82f5.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1016/j.jslw.2004.02.001"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> elsevier.com </button> </a>

Do Learners Rely on Metadiscourse Markers? An Exploratory Study in English, Catalan and Spanish

Sofía Martín-Laguna, Eva Alcón
<span title="">2015</span> <i title="Elsevier BV"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/trfcnrckdvgftcxiz3i6lginty" style="color: black;">Procedia - Social and Behavioral Sciences</a> </i> &nbsp;
their choices and production of accurate forms.  ...  Moreover, learners mostly relied on the forms present in the input, and 90% of these forms were accurately used in the three languages.  ...  is part of a research project funded by (a) the Spanish Ministerio de Economía y Competitividad (FFI2012-38145), (b) Fundació Universitat Jaume I and Caixa Castelló-Bancaixa (P1.1B2011-15), and (c) FPU  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1016/j.sbspro.2015.02.035">doi:10.1016/j.sbspro.2015.02.035</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/ar6e3to55bbgnj6y7iir7o3liq">fatcat:ar6e3to55bbgnj6y7iir7o3liq</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20170926020329/http://publisher-connector.core.ac.uk/resourcesync/data/elsevier/pdf/34d/aHR0cDovL2FwaS5lbHNldmllci5jb20vY29udGVudC9hcnRpY2xlL3BpaS9zMTg3NzA0MjgxNTAxMzQ0MA%3D%3D.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/3e/54/3e54a66af8d4016597d54c56dc026466b421c649.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1016/j.sbspro.2015.02.035"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> elsevier.com </button> </a>

ʻWhat I'm Speaking is almost English…': A Corpus-based Study of Metadiscourse in Englishmedium Lectures at an Italian University

Alessandra Molino
<span title="2018-08-31">2018</span> <i title="Egitim Danismanligi ve Arastirmalari (EDAM)"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/zthvcxxwvnddrbzeeqjrkluotm" style="color: black;">Educational Sciences Theory &amp; Practice</a> </i> &nbsp;
I will investigate what discourse functions metadiscourse markers perform, what form-function associations can be identified, and whether signs of dysfluency and non-standard forms can be found in relation  ...  The pedagogical implications of the findings will be considered and suggestions provided on how to incorporate metadiscourse in teacher training programmes.  ...  Kling & Staehr, 2011 , for the benefits of formative feedback as awareness raising tool for L2 users).  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.12738/estp.2018.4.0330">doi:10.12738/estp.2018.4.0330</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/exi6ndshvrhwfe7ew72snaa2ri">fatcat:exi6ndshvrhwfe7ew72snaa2ri</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20200507201909/https://iris.unito.it/retrieve/handle/2318/1684850/481503/ESTP-E-2018-0330.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/e4/2e/e42e0117da4bb1f35692da09c72f1da365f7bc12.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.12738/estp.2018.4.0330"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>
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