Metadiscourse repertoire of L1 Mandarin undergraduates writing in English: A cross-contextual, cross-disciplinary study
By Tingyou Li, S. Wharton. 2012
130 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/0cdb3a0ecb233656c374f7f7be689f7304f246e1
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- P. Uccelli
- Wenjuan Qin
- Feng Kevin Jiang
- Ken Hyland
- Jim McKinley
- Shih-Chieh Chien
- R. Ruegg
- Raffaella Negretti
In Language and Linguistics
- Feng Kevin Jiang
- P. Uccelli
- Wenjuan Qin
- Ken Hyland
- Douglas Biber
- Jim McKinley
- Shih-Chieh Chien
- A. Molino
In Literature and Literary Theory
- Feng Kevin Jiang
- P. Uccelli
- Wenjuan Qin
- Ken Hyland
- Raffaella Negretti
- Douglas Biber
- A. Molino
- Jim McKinley
Citations in the corpus
- Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance (2016, background): “In China, more specifically, the majority of recent empirical studies focused on undergraduate or graduate learners (Li & Wharton, 2012; Liardet, 2013; Liu, 2013; Miao & Lei, 2008; Qin & Karabacak, 2010).”
- “In this paper we suggest”: Changing patterns of disciplinary metadiscourse (2018, background): “…date back to the early 1990s and have tended to focus on comparing texts in one language (almost always English) with those in another (e.g. Hu and Cao, 2011; Mur-Duenas, 2011) or Non-native English speakers writing academic texts in English (e.g. Hong and Cao, 2014; Li & Wharton, 2012).”