Analyzing Teachers’ Use of Metadiscourse: The Missing Element in Classroom Discourse Analysis
Abstract
Metadiscourse, or metatalk, is a discursive resource used in virtually any text or conversation to organize its content or signal the author's stance toward the content. Despite its prevalence in classroom talk, few have examined the role of metadiscourse and how it assists teachers and students to manage classroom communication of scientific knowledge. Thus, the purpose of this study is to analyze how science teachers use metadiscourse to construct scientific knowledge with their students. Based on a corpus of classroom video data, I developed a typology of metadiscourse commonly found in science classroom discourse. The typology comprises six major categories of metadiscourse, namely text connective, knowledge connective, activity connective, attitude marker, epistemology marker, and interpretive marker. In addition, I showed how the analysis on metadiscourse was necessary to complement the gaps from classroom analysis focusing on the interaction and content development aspects of classroom talk, particularly during the opening and reviewing stages of constructing a scientific explanation. With a better understanding of metadiscourse, its potential use as a pedagogical intervention to promote science learning is then discussed.
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Metadiscourse has been widely recognized as a valuable approach to characterizing and understanding the interactional features of teachers' talk and their instructional strategies.
“As such, metadiscourse has been widely recognized as a valuable approach to characterizing and understanding the interactional features of teachers' talk and their instructional strategies (e.g. Lee and Subtirelu 2015;Tang 2017Tang , 2021;;Rappa and Tang 2018;Aguilar-Pérez and Khan, 2023;Khan and Aguilar-Pérez 2023;Ko and Luna 2023).”
From Metadiscourse and Teacher Moves for Supporting Student Reasoning in Linguistics Classroom Interactions (2026) · cites this paper as Tang 2017
Metadiscourse is not merely an adjunct to propositional content but a key feature of teacher talk, instrumental in managing classroom discourse and fostering student engagement.
“Findings indicate that metadiscourse is not merely an adjunct to propositional content but a key feature of teacher talk, instrumental in managing classroom discourse and fostering student engagement.”
From Metadiscourse and Teacher Moves for Supporting Student Reasoning in Linguistics Classroom Interactions (2026) · cites this paper as Tang 2017
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- Authors
- Tang, K.
- Affiliations
- Curtin University (AU)
- Corresponding author
- Tang, Kok‐Sing
- ORCID
- Tang, Kok‐Sing
- Venue
- Science Education
- Publisher
- Wiley
- Published
- 2017-05-04
- Volume
- 101
- Issue
- 4
- Pages
- 548-583
- ISSN
- 0036-8326 (ISSN-L)
- 1098-237X
- OpenAlex
- W2611357772
- Cited by
- 54
- References
- 68
- Citations by year
- 2026: 5 · 2025: 10 · 2024: 8 · 2023: 6 · 2022: 7 · 2021: 6 · 2020: 4 · 2019: 2 · 2018: 6
- FWCI
- 11.69
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Science Education (publishedVersion)
- eSpace (Curtin University) (submittedVersion)
- Funders
- National Institute of Education
- Nanyang Technological University
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Discourse Analysis in Language Studies
- Social Sciences › Arts and Humanities › Language and Linguistics › Language, Discourse, Communication Strategies
- Keywords
- metadiscourse, science classroom discourse, science teachers, attitude markers, classroom discourse, science learning
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