Abstract This paper investigates the use of metadiscourse to explore the effectiveness of metadiscourse in practical writings of TEM 4 from English majors of Huaiyin Normal University through a case study. Based on Hyland’s interpersonal model of metadiscourse, 142 pieces of compositions are collected to explore the usual types of metadiscourse used in learners’ writings. Findings show that students use more interactional metadiscourse than interactive meadiscourse and they use self mentions, engagement markers and transitions the most and endophoric markers and evidentials the least. Besides, a comparative analysis of the difference of metadiscourse is made between the writings of high marks and those of low marks, which are given by teachers of writing lesson according to standard for evaluation of TEM 4. Findings indicate that the frequency and proportion of metadiscourse are different in the writings of high marks and low marks, namely, more interactive resources in group of high marks but more interactional resources in group of low marks. And students of high marks use metadiscourse in a more various way, especially use frame markers more frequently. The students of lower marks use interactional resources more frequently, such as hedges, self mentions and engagement markers.55583

In this way, the paper suggests that writing teachers should pay more attention to teaching metadiscourse knowledge to improve learners’ writing ability.

Keywords: metadiscourse; interactive resources; interactional resources; practical writing; TEM 4

摘要本文通过个案研究，探究了淮阴师范学院英语专业四级习作文本中的元话语使用效果。以Hyland的元话语人际模式为理论基础，选取142篇写作文本，对常用的元话语类型进行探究，结果显示，学生使用交际元话语比互动元话语更多，他们使用自称语，读者介入标记语，过渡语最多，使用内指标记语和言据语最少。本研究中作文分数的依据是专业四级评分标准，本文还对高分组和低分组的元话语使用进行了对比分析，我们发现：高分组和低分组的元话语使用频率和比重都不同，即互动元话语更多使用在高分组，而交际元话语更多使用在低分组；高分组的同学使用元话语呈现多样性，尤其是，他们频繁得使用了框架标记语；低分组的同学更多使用模糊语，自称语和读者介入标记语。

因此本文提出，在英语写作教学中教师注重培养学生的元话语使用意识，提高学生元话语使用质量。

毕业论文关键词：元话语；交际类元话语；互动类元话语；习作；专四 

Contents

1. Introduction 1

1.1Background of this study 1

1.2 Significance of this study 2

1.3 The overall structure of this study 2

2. Literature Review 3

2.1 Definition of metadiscourse 3

2.2 Classifications of metadiscourse 5

2.3 Relevant studies at home and abroad 9

3. Methodology 10

3.1 Research questions 10

3.2 Participants 11

3.3 Instruments 11

3.4 Data collection 12

4. Findings and Discussion 12

4.1 Types of metadiscourse used in writings of TEM 4 12

4.2 Frequency and proportion of metadiscourse 14

4.3 Statistic analysis of interactive resources