Contextualizing Functions Of Metadiscourse And Its Instructive Value In English Classrooms

Metadiscourse refers to aspects of a text which explicitly organize the discourse, engage the audience and signal the writer's attitude. Based on the theoretical and empirical work done by the previous researchers, this thesis discusses the contextualizing functions of metadiscourse in three kinds of contexts and explores the instructive value of teaching metadiscourse in college English class for improving students'writing ability.Any form of language communication involves two levels or planes of discourse: the primary discourse level and the metadiscourse level. A theory of metadiscourse is based on Halliday's pragmatic functional approach to language. Halliday (1973) claims that analysis of language is a form of behaving that can be represented as systems of options in three macro-functions: the ideational function, the interpersonal function, and the textual function. Primary discourse fulfills the ideational function of language. Metadiscourse fulfills either the interpersonal or textual functions of language.Metadiscourse is recognized as an important means of facilitating communication, supporting a writer's position and building a relationship with an audience. Therefore, the meaning of metadiscourse is only realized within a particular context. Context is usually divided into linguistic context, situational context and cultural context. The textual function of metadiscourse mainly serves linguistic context, and interpersonal function of metadiscourse mainly serves situational context. Comparisons of metadiscourse use between different countries reveal the cultural similarities and differences, which show the features of cultural context.