Abstract
Metadiscourse analysis reveals the way writers engage with different texts and communicate with each other. Examining these linguistic resources is important because they play a vital role in maximizing the learning experiences of students in the Master’s program in Accounting. Yet, there is a lack of research investigating these features in a key topic in the Principles of Finance course: management reports that encompass tables and graphs. This study explores the use of metadiscourse markers in three multimodal management reports written by 10 international Master’s of Accounting students. It employs Hyland and Tse’s model and Hyland’s model for the multimodal analysis of metadiscourse markers in finance texts. The findings show a high frequency of interactive and interactional markers in the orthographic texts compared with a lack of implicit interactive markers and a high frequency of implicit interactional markers in the tables and graphs. Implications for the teaching of English for Business Purposes (EBP) are discussed.
Highlights
Metadiscourse analysis facilitates the development of a wellstructured message that engages readers and exhibits the writer’s stance toward propositions and the audience of the text
The findings showed a high frequency of implicit interactional markers (23.34 markers per 100 words) compared with a lack of implicit interactive markers (0 markers per 100 words) in the tables and graphs
This article focused on the use of metadiscourse markers in the Principles of Finance multimodal management reports, which encompassed orthographic texts and tables and graphs
Summary
Metadiscourse analysis facilitates the development of a wellstructured message that engages readers and exhibits the writer’s stance toward propositions and the audience of the text. Metadiscourse analysis offers useful insights into the social interaction between writers and readers. Examining these linguistic resources is important because they play a vital role in maximizing the participants’ learning experiences in a Principles of Finance course. With the exception of Alyousef and Picard’s (2011) study, no other investigations have been made in exploring the use of metadiscourse features in tertiary multimodal business courses. This qualitative study is of interest as most international English as a Second or Foreign Language (ESL/EFL) students in Australia and elsewhere are enrolled in business programs (Alyousef & Picard, 2011)
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