Metapragmatic analysis of academic discourse
Journal Title: Львівський філологічний часопис - Year 2018, Vol 3, Issue
Abstract
The article focuses on the study of the academic discourse notion and results of its metapragmatic analysis. Having singled out three stages of metapragmatic analysis of any discourse type, only two of them are discussed. The first step is connected with the elaboration of a unified classification of various meta‐units in general, which the author differentiates into autonomous group of meta‐units, including contact markers, interaction‐regulating markers, reflexive markers (which are not in the focus of this research) and discourse‐organizers; and contextually‐dependant one. Then, the metapragmatic functions they perform in academic discourse are studied, with an emphasis on the specifics of their use in this discourse type. In relation to specifics of academic metadiscourse, the research results show that most typical for this discourse type are affective, evaluating, generalizing, summarizing, comparative, conditional markers, statives and verificators. Special attention is drawn to, first, accentuators, intention‐markers and guarantors, which attract addressees’ attention to speaker’s ideas, assumptions, intentions, plans, beliefs etc.; second, discourse organizers, i.e., frequency, coherent, cohesive and conclusive markers, responsible for easy flow of thoughts and speech. On the contrary, reference markers are, actually, not so characteristic of academic discourse as it was hypothesized. Despite the demands of scientific style, the latter are restricted to short references and rather vague and rare examples; citations are avoided. The use of contextually‐dependent meta‐ units is also not distinctive of academic discourse; moreover, they are realized only via modal expressions which can be viewed as being metapragmatic.
Authors and Affiliations
Я. В. Гнезділова
Keywords
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