Analyzing Metadiscourse Markers in Introduction Chapters of Dissertation in Various Disciplines

DOI

10.2991/978-2-38476-078-7_40How to use a DOI?

Keywords

metadiscourse markers; introduction chapters; various disciplines

Abstract

To write our dissertations effectively, we need some instruments called metadiscourse markers. These instruments are considered one of the essential elements in giving information through various linguistic expressions with cohesive and logical structures (Mina & Biria, 2017). Therefore, this study aims to identify metadiscourse in a targeted sample of 100 English introduction chapters of a dissertation written by native English speakers and Indonesian using Hyland’s taxonomy. The samples were selected randomly and published between 2000 and 2019. Metadiscourse markers are used as one of the tools that make writing more effective in a social environment and are regarded as one of the most important features in communication among people for expressing information through different linguistic expressions with cohesive and logical constructions. Accordingly, the present study aimed to identify interactive and interactional metadiscourse in a targeted sample of 100 English dissertation introductions written by native English speakers and Indonesian writers utilizing Hyland’s taxonomy. The sample included the discussion sections of randomly selected articles with 70000 running words. The overall findings disclosed that, in the interactive metadiscourse category, transitions, frame markers, and evidentials in linguistics were more frequent than those in Education field. The results further revealed that endophoric markers and code glosses were almost the same. In interactional metadiscourse corpora, however, the findings demonstrated that writers used hedges, boosters, and self-mentions more frequently in linguistics than in the education. Comparatively, the discussion sections in linguistics texts contained a higher percentage of engagement markers. It was also found that there was no significant difference in the use of attitude markers in both disciplines. Notably, the linguistics authors seemingly preferred to employ interactive metadiscourse markers more, while in the education field, authors used interactional metadiscourse markers more frequently in their dissertation introductions.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Dian Candra Prasetyanti
AU  - Angkana Tongpoon-Patanasorn
AU  - Anselmus Sahan
PY  - 2023
DA  - 2023/06/26
TI  - Analyzing Metadiscourse Markers in Introduction Chapters of Dissertation in Various Disciplines
BT  - Proceedings of the 1st Lawang Sewu International Symposium on Humanities and Social Sciences 2022 (LEWIS 2022)
PB  - Atlantis Press
SP  - 386
EP  - 398
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-078-7_40
DO  - 10.2991/978-2-38476-078-7_40
ID  - Prasetyanti2023
ER  -