Metadiscourse and Teacher Moves for Supporting Student Reasoning in Linguistics Classroom Interactions

Bibliographic Data

ID12114404
AuthorsJingjie Li (0009-0004-2847-4184, Shanghai International Studies University Shanghai China), Jiaxing Li (0009-0004-3205-7041, Shanghai International Studies University, corresponding author), Wei Wei Hu (0009-0007-3145-4207, Shanghai Jiao Tong University Shanghai China), Wenjie Hu (0000-0001-7431-5740, Shanghai Jiao Tong University)
Year2025
Volume36
Issue1
Pages522-539
Publication date2025-06-26
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Applied Linguistics (JOURNAL)
Journal identifiersISSN: 0802-6106 • E-ISSN: 1473-4192
PublisherWiley (PUBLISHER • GB)
DOI10.1111/ijal.12793
OpenAlexW4411706892
LanguageEN
Citations received1
References cited49

This paper examines the features of metadiscourse across different teacher moves in university linguistics classroom discourse and the teaching strategies reflected in its use. The results reveal that teachers employ diverse metadiscourse during classroom interactions to support student reasoning. This includes interactive metadiscourse to organize and guide classroom discourse and interactional metadiscourse to express attitudes and foster dialogue to encourage engagement. Teachers tend to favor specific types of metadiscourse when performing particular moves. They also have preferred ways of structuring moves into extended sequences and jointly mobilize move sequencing and metadiscourse to construct differing dialogic spaces that foster student thinking. These findings highlight strong links between metadiscourse and teacher moves, underscoring the integral role of metadiscourse in shaping effective teacher moves to support student engagement and thinking

Applied linguistics · Linguistics · Metadiscourse · Pedagogy · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching

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Open DOIOpen Access