高校课堂话语中的教师元话语研究

Contents

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