The academic community is a population formed to engage in the acquisition and dissemination of specialized knowledge. It relies on shared discoursal patterns and discoursal activities to build group memberships and fulfill community goals. Previous literature has investigated how English academic communities use metadiscourse as pragmatic strategies to enhance logical inference and interpersonal interaction. However, Chinese academic communities are poorly understood. This study observes research articles drawn from journals published in Taiwan. The purpose is to collect metadiscourse markers frequently used in various disciplines and establish the link between linguistic forms and functions. The results show that all types of metadiscourse markers are found in research articles. The correspondence between their forms and functions is clear and regular. The transition and frame markers have the widest variety. The former are used to signal addition, contrast, and cause-effect relations between utterances, giving the discourse local sequences; the latter are used to specify the beginning, process, and ending of topics, providing the discourse with overall structures. The results have empirical implications for the design of teaching materials aimed at academic writing, helping learners to master academic norms, strengthen professional images, and further earn community identity.
|Effective start/end date||2017/08/01 → 2019/10/31|
- academic community
- research writing
- discourse analysis
- writing pedagogy
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