A Study Of Metadiscourse Used In College English Intensive Reading Class

As a constituent of discourse,metadiscourse has attracted attention in the field of diverse researches in recent years.This thesis combines the results of pre-metadiscourse research with English(non-native language)teacher classroom teaching,and attempts to use Hyland’s metadiscourse interpersonal model as a model to establish a common teacher metadiscourse marker framework in English classroom.For English majors,university intensive reading is an important compulsory course.This thesis mainly uses Hyland’s metadiscourse interpersonal model as the theoretical framework to study the usage of metadiscourse by teachers in English intensive reading class in a certain university.After obtaining the permission of 8 teachers of English intensive reading class in the first and second grades of a certain university,their lectures were recorded by the author.Each teacher was recorded once per class hour(45 minutes),and the entire audio corpus is1395 minutes.Then the author copied all the above-mentioned recording materials in strict accordance with English writing standards as well as proofread them repeatedly,and finally extracted 30 samples of real texts of metadiscourse in college English classrooms(2 recorded corpora were discarded due to poor quality).This thesis aims to answer the following questions: 1.How are various metadiscourse markers used in college English intensive reading class? 2.What are the functions of metadiscourse markers in English teaching? 3.How to establish and implement the multi-dimensional functional mechanism of metadiscourse? In this way we aim to explore the function of metadiscourse in foreign language classroom teaching and its influence on improving the quality of foreign language classroom teaching.The research results show that: In 30 college English teacher classroom metadiscourse texts(not contain damaged audio corpus),there are a total of 20,343 metadiscourse,covering ten types of metadiscourse markers.Among them,the interactional metadiscourse appeared13,467 times,and the interactive metadiscourse appeared 6,876 times.Among the ten types of metadiscourse markers,the top three in frequency of usage are engagement markers,transitions,frame markers and self mentions.Then there are hedges,boosters,endophoric markers,code glosses,evidentials and attitude markers in sequence.Interactional metadiscourse plays a major role in college English intensive reading class.Various types of metadiscourses not only achieve different functions,but also interact to form a multi-dimensional functional mechanism to jointly help teachers control the teaching process and effectively communicate with students,so as to complete teaching tasks better.