Book Details
Format
Paperback / Softback
Book Series
Europaeische Hochschulschriften / European University Studies / Publications Universitaires Europeennes
ISBN-10
303911509X
ISBN-13
9783039115099
Edition
New
Publisher
Verlag Peter Lang
Imprint
Verlag Peter Lang
Country of Manufacture
CH
Country of Publication
GB
Publication Date
Dec 15th, 2008
Print length
288 Pages
Weight
426 grams
Dimensions
15.70 x 22.40 x 1.80 cms
Ksh 14,450.00
Manufactured on Demand
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Quality
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Even though metadiscourse has recently received considerable attention, most research revolves around written, not spoken, metadiscourse. This book studies spoken metadiscourse in two academic genres in the engineering field, the lecture and the peer seminar. It examines what motivates metadiscourse and how engineering academics resort to different types of metadiscourse when they address different audiences. Based on relevance theory (RT), this study provides a socio-cognitive framework within which metadiscourse is analysed. The author draws on RT’s generic concept of cognitive environment and uses it to describe the academic context in particular. This theoretical perspective provides novel insights into motivations, abilities and preferences of engineering academics when using metadiscourse in the two genres under study.
Even though metadiscourse has recently received considerable attention, most research revolves around written, not spoken, metadiscourse. This book studies spoken metadiscourse in two academic genres in the engineering field, the lecture and the peer seminar. It examines what motivates metadiscourse and how engineering academics resort to different types of metadiscourse when they address different audiences. Based on relevance theory (RT), this study provides a socio-cognitive framework within which metadiscourse is analysed. The author draws on RT’s generic concept of cognitive environment and uses it to describe the academic context in particular. This theoretical perspective provides novel insights into motivations, abilities and preferences of engineering academics when using metadiscourse in the two genres under study.
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