Interactive Metadiscourse in L1 and L2 English: Evidence from Editorials
This study aims to investigate the use of interactive metadiscourse markers in first language (L1) and second language (L2) English editorials. It also identifies how L1 and L2 editorials differ in the use of these markers. To this end, the study utilises Hyland’s (2019) model of interactive metadiscourse to analyse—based on a mixed-method approach—80 editorials collected from two highly-reputed newspapers: The Guardian and The Jordan Times, distributed evenly. The data were analysed both quantitatively, using SPSS to identify significant differences (if any) between the two sets of editorials, and qualitatively to enrich our understanding of the use of interactive metadiscourse in editorials. The analysis revealed that there is no significant difference in the use of interactive metadiscourse markers between the two corpora. However, there is a slight variation in the use of individual interactive markers such as frame markers and evidentials. The findings are discussed in the light of theories of metadiscourse and previous literature. The study provides implications for L2 learning and teaching in terms of how interaction in written discourse is achieved in the L2. In particular, teachers of English for specific purposes would benefit from the results of the study by incorporating texts in L1 and L2 English for the media and explain how L2 learners construct their texts in the L2. In addition, teachers of discourse analysis would value the results of this study because the editorial is an example of a genre which is constructed differently in L1 and L2 English. The study provides insights which assist in empowering students through language variation given that the study explores how metadiscourse is used in L1 and L2 English editorials.
Linguistics and Knowledge about Language in Education 