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Researching metadiscourse markers in candidates’ writing at Cambridge FCE, CAE and CPE levels
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Using eye-tracking research to inform language test validity and design
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Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
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Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
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Abstract:
Metadiscourse markers refer to aspects of text organisation or indicate a writer’s stance towards the text’s content or towards the reader (Hyland, 2004:109). The CEFR (Council of Europe, 2001) indicates that one of the key areas of development anticipated between levels B2 and C1 is an increasing variety of discourse markers and growing acknowledgement of the intended audience by learners. This study represents the first large-scale project of the metadiscourse of general second language learner writing, through the analysis of 281 metadiscourse markers in 13 categories, from 900 exam scripts at CEFR B2-C2 levels. The study employed the online text analysis tool Text Inspector (Bax, 2012), in conjunction with human analysts. The findings revealed that higher level writers used fewer metadiscourse markers than lower level writers, but used a significantly wider range of 8 of the 13 classes of markers. The study also demonstrated the crucial importance of analysing not only the behaviour of whole classes of metadiscourse items but also the individual items themselves. The findings are of potential interest to those involved in the development of assessment scales at different levels of the CEFR, or to teachers interested in aiding the development of learners.
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Keyword:
Applied linguistics; English as a second language; Teaching English as a Foreign Language (TEFL)
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URL: https://doi.org/10.1016/j.system.2019.02.010
http://clok.uclan.ac.uk/26399/
http://clok.uclan.ac.uk/26399/1/26399%20Metadiscourse_approved%2520by%2520the%2520editor.pdf
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Researching the comparability of paper-based and computer-based delivery in a high-stakes writing test
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Researching participants taking IELTS Academic Writing Task 2 (AWT2) in paper mode and in computer mode in terms of score equivalence, cognitive validity and other factors
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Researching the cognitive validity of GEPT high-intermediate and advanced reading : an eye tracking an stimulated recall study
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'Readers' cognitive processes during IELTS reading tests: evidence from eye tracking'
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The cognitive processing of candidates during reading tests: evidence from eye-tracking
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Investigating learners' cognitive processes during a computer-based CAE Reading test
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Researching English bilingual education in Thailand, Indonesia and South Korea
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Learning through English: Researching Impact in Thailand, Indonesia and South Korea.
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