Teaching Chinese Metadiscourse in University Lectures: The Case of Jiushi (就是)

Vincent Yi Lun Li, Miao Hsia Chang*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Studies have shown that metadiscourse plays a crucial role in comprehension, cohesion, and coherence of academic discourse. The study analyzed 450 min of academic lectures and identified three major metadiscourse functions of jiushi: intensification, elaboration, and pause filler. Intensification is further delineated as exclusiveness, concession, conditionality, and contrast, and elaborative use as reformulation and exemplification. We also provide a review and analysis of errors in the use of jiushi by learners of Chinese. Based on the results of analysis, material design for teaching the intensifying jiushi and classroom activities for teaching the elaborative and filler jiushi are proposed. It is hoped that this study elucidates both teaching and learning Chinese metadiscourse in academic settings.

Original languageEnglish
Title of host publicationChinese Language Learning Sciences
PublisherSpringer Nature
Pages25-51
Number of pages27
DOIs
Publication statusPublished - 2019

Publication series

NameChinese Language Learning Sciences
ISSN (Print)2520-1719
ISSN (Electronic)2520-1727

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Computer Science Applications
  • Linguistics and Language

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