New Trends on Metadiscourse

​Begoña Bellés-Fortuño is a senior lecturer in the Department of English Studies at Universitat Jaume I, Spain. Lucía Bellés-Calvera is a PhD part-time adjunct lecturer at Universitat Jaume I, Spain. Ana-Isabel Martínez-Hernández is a part-time adjunct lecturer in the Department of Translation and Communication Studies at Universitat Jaume I, Spain.

• Part I: Academic Genres.- CHAPTER 1: So what do we have here? An engineering lecturer’s metadiscursive use of rhetorical questions in L1 and English-medium instruction (Sarah Khan and Marta Aguilar).- CHAPTER 2: Distribution Patterns of Stance Features in English and Russian Conference Presentations (Galiya Gatiyatullina, Marina Solnyskina, Roman Kupriyanov and Elzara Gafiyatova).- CHAPTER 3: A metadiscoursal approach to academic writers’ construal of identities across brief reports and case reports in medical science (Sabiha Choura).- CHAPTER 4: Metadiscourse Learning Trajectories in Multilingual Learners: A Focus on Attitude Markers and Hedges (Sofía Martín-Laguna).- CHAPTER 5: A contrastive analysis of metadiscourse by native and EFL lecturers in Chinese university MOOCs (Dongyun Zhang and Diyun Sheng).- Part II: Non-academic Genres.- CHAPTER 6: Using Twitter for public dissemination and engagement with science: metadiscourse in the Twitter of scientific organisations (María José Luzón).- CHAPTER 7: Persuasion through interactional metadiscourse of management statements of European renewable energy companies (Maria Cristina Urloi and Miguel F. Ruiz-Garrido).- CHAPTER 8: On the metadiscursive dimension of travel blog posts: a cross-linguistic analysis (Giuliana Diani).- CHAPTER 9: ‘I think, you know…’: A corpus-based analysis of Metadiscourse in Malaysian Online Podcasts (Syamimi Turiman and Siti Aeisha Joharry).

“The book promises to be a useful read for scholars and teachers interested in studying the adaptation of metadiscourse practices in different genres and social contexts. From the intended audience’s perspective, the inclusion of some recommendations for ESP practitioners addressing teaching and using in practice the persuasive potential of metadiscourse, multimodal resources, identity construction and miscommunication risks might have been a welcome addition to the volume.” (Olga Dontcheva-Navratilova, ESP Today, Vol. 13 (1), 2025)