This article reports the functions of metadiscourse in the co-construction of identity among university teachers and students in final oral undergraduate exams. The review of literature evidences the limited consensus regarding the definition of Metadiscourse. However, all authors considered for this study do agree on the crucial role of Metadiscourse in the establishment of interactions. Thus, this paper offers an operational definition based on the assumptions presented by different authors such as Loureda, Fairclough, Hyland, and Li y Wharton. In addition, the concept of Identity in the terms expressed by Don Zimmermann is supported. Likewise, the analyzed examination is considered as Macrogenre in accordance with Martin y Rose. The corpus analyzed corresponds to two oral final undergraduate university exams in the area of Linguistics. The results show two types of metadiscourse: the first, based on one’s speech or on oneself; the other, focused on the context or on research practice. Metadiscursive comments and strategies serve different functions while the candidate conceptualizes the required knowledge for the exam, and the exam participants construct their identity. The conclusion shows that metadiscursive selections allow for strategic positioning and alignment of the participants.
|Translated title of the contribution
|Functions of metadiscourse in the co-construction of identity in oral final undergraduate university exams: A case study
|Number of pages
|Published - 1 May 2017
- oralidad académica
- estrategias metadiscursivas