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本文试图探讨在英语元话语的劝说功能。首先，本章将介绍当前研究的背景。然后将解释本文的研究目的、整体组织结构。This thesis is an attempt to discuss persuasion of metadiscourse in English seminar. Tobegin with, this chapter will present the background of current study. https://www.51lunwen.org/languagethesis/ Then it will explainresearch objectives and the overall organization of this thesis.

1.1 Background of the Study研究背景

Language is used for communication. There are two main levels to communicate: theprimary discourse level, which consists of propositions and referential meanings, and themetadiscourse level, which consists of propositional attitudes, textual meanings, andinterpersonal meanings (Crismore 1989). On the primary discourse level, we express ourinformation to readers and audience. On the metadiscourse level, we project a way intoguiding and directing readers and audience to understand the communication. Simplyspeaking, metadiscourse is used to help readers and audience to understand communication,especially in academic language.Before the study is explored in depth, it is necessary to know what seminar is and whatthe research is about metadiscourse.Seminar, as what it means, is a meeting for a group of people discussing, such asdiscussions concerning about philosophy, public policy, French cinema, English composition,and politics of higher education and so on. In this study, the forms of seminar are not fixed toa particular kind. Here the seminar refers to any class defined as a discussing meeting(primarily graduate level).The term "metadiscourse" was coined by Zellig Harris in 1959 to offer a way ofunderstanding language in use, representing a writer's or speaker's attempts to guide areceiver's perception of a text. The fuzziness of metadiscourse has always been mentioned,such as Swales (1990: 188), Nash (1992: 100) and Hyland (2005: 16). Here is what Hyland(2005) has remarked:Metadiscourse has always been something of a fuzzy term, often characterized as simply"discourse about discourse"or "talk about talk", definitions which highlight its role of lookinginward to refer to aspects of the text itself. But this is a very partial and unsatisfactory view of aconcept which has enormous potential to include features of language which describe not howwe organize our ideas, but also how we relate to our readers or listeners.(Hyland, 2005: 16)With knowing this, other names of metadiscourse in different fields should also bementioned. It can be called as "gambit" in psycholinguistic study (Keller 1979); "frames" insociolinguistic study (Bateson 1971; Goffman 1974); "metatalk" in functional study (Schiffrin1980); "alignment" in communicative-linguistic study (Ragan & Hopper 1981); "evidentials"in cognitive linguistic study (Chafe 1986). However, metadiscourse has been used by mostresearchers (Williams 1981; Vande Kopple 1985; Crismore 1989; Thompson 1994, 2003;Cheng 1997, 2004; Hyland 1998, 1999, 2000, 2004, 2005; Ifantidou 2005; Xu & Pan 2005).Most writings on metadiscourse see metadiscourse elements as including a wide varietyof lexical items, such as discourse connectives (but, and), adverbs (presumably, obviously),modals (might, possible), speech-act verbs (suppose, assume, suggest), mental-state verbs(think, believe, doubt), personal pronouns (I, we, my) and so on. Besides these lexical items,metadiscourse has also bee本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。