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.
Exploring discourse - Exploring metadiscourse - The scientific community:
situating cognition - Two forms of communication in the academia: Analysis
of lectures and peer seminars from a socio-cognitive approach - An RT
interpretation of metadiscourse: A qualitative and a quantitative analysis.