Publication details
Metadiscourse and persuasion in intercultural settings: Evidence from English-medium Anglophone and Czech research articles
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| Year of publication | 2026 |
| Type | Chapter in a book |
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| Description | This paper explores how academics use metadiscourse to achieve persuasion in research articles in the fields of linguistics and economics. Drawing upon the interpersonal model of metadiscourse (Hyland 2005) as an analytical framework, a specialized corpus of 60 English-medium research articles (357,000 words) written by Anglophone and L2 (Czech) writers was analyzed to show how interactional metadiscourse markers (hedges, boosters, attitude markers, selfmentions, and engagement markers) contribute to enhancing various ethos-, logos- and pathos-related strategies. Thus, this study adopts a doubly contrastive approach to investigate how discipline and linguacultural background affect the use of metadiscourse resources when persuasive attempts are made. The results indicate that (a) interactional metadiscourse resources are typically used to enhance the ethical appeal, although they can also convey some pathos- and logosrelated strategies; (b) divergences in the frequency of use of metadiscourse markers seem to be related to the linguacultural background of the authors; and (c) preferences for the use of specific types of metadiscourse markers appear to reflect disciplinary considerations primarily. This suggests that culture and discipline are likely to govern different aspects of rhetorical choices in academic discourse. These findings may help L2 researchers and students develop their discursive competence and opt for metadiscourse patterns that a target audience finds persuasive. |