Lear, Emmaline

Li, Huifang

2015

This qualitative study aims to identify how Higher Degree by Research (HDR) students position themselves using interactive and interactional strategies following Hyland's metadiscourse model (2005a, 2013) by analysing the results and discussion chapters of two second language (L2) doctoral writers. The results showed similarity in the type and frequency of the L2 writers' use of transitions in interactive metadiscourse, and boosters and hedges in interactional metadiscourse. They also showed differences in their use of certain interactional metadiscourse, such as selfmentions. These results are explained with reference to existing research, characteristics of thesis samples and participant interview responses. The implications of this preliminary study are two-fold. First, it begins to contribute to the body of knowledge on academic discourse by understanding how these L2 doctoral candidates make informed choices about positioning themselves within their doctoral thesis and interacting with the academic discourse community. Second, it will enable supervisors and academic skills advisors to better support L2 students develop their authoritative stance in thesis writing.

Current Issues in Reading, Writing and Visual Literacy: Research and Practice, p. 193-208

9781443880305

9781443885591

https://hdl.handle.net/1959.11/18896

en

Cambridge Scholars Publishing

1

The Positioning of L2 Thesis Writers

Book Chapter

Publication