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10.1007/s41701-021-00098-0 http://scihub22266oqcxt.onion/10.1007/s41701-021-00098-0 33527093!7838465!33527093     free     free     free Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Corpus+Pragmat 2021 ; 5 (2): 243-270 Nephropedia Template TP {{tp|p=33527093|t=2021. EFL Lecturers Metadiscourse in Chinese University MOOCs Across Course Types |pdf=|usr=}}{{33527093}} gab.com Text EFL Lecturers Metadiscourse in Chinese University MOOCs Across Course Types JO: Corpus Pragmat http://www.kidney.de/pget.php?&tw=1&pmid=33527093 #FOAvip With the spread of COVID-19 in China at the beginning of 2020, MOOCs, as a kind of currently popular online learning resource, have played a dominant role in higher education field. However, chiefly focusing on teaching organization and learning process in MOOCs, previous studies have paid inadequate attention to lecturers' discourse. In order to provide some useful views on this issue, this study investigates EFL lecturers' metadiscourse in Chinese university MOOCs to sketch its distinctive pattern across course types. Based on a self-built corpus, this research adopted interpersonal model as theoretical foundation and analyzed the frequency and functions of metadiscourse by AntConc 3.5.7 and IBM SPSS 23. Findings suggest that specific educational context in MOOCs leads to low frequency of metadiscourse and its use is mainly aimed at the enhancement of intelligibility, reliability, and interactivity. Besides, course types with different knowledge structures also exert certain influence on metadiscourse usage. Course types focusing on procedural knowledge (i.e. the knowledge related to practical process) tend to apply metadiscourse to enhance intelligibility and interactivity, while the ones stressing declarative knowledge (i.e. the knowledge related to explicit facts) attach more importance to reliability. Lastly, the paper concludes with implications for EFL lecturers' metadiscourse in Chinese university MOOCs. Twit Text FOAVip EFL Lecturers Metadiscourse in Chinese University MOOCs Across Course Types ????Corpus Pragmat http://www.kidney.de/pget.php?&tw=1&pmid=33527093 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=33527093 #FOAvip English Wikipedia <ref>{{Cite pmid|33527093}}</ref> EFL Lecturers Metadiscourse in Chinese University MOOCs Across Course Types #MMPMID33527093 Zhang D; Sheng D Corpus Pragmat 2021[]; 5 (2): 243-270 PMID33527093show ga With the spread of COVID-19 in China at the beginning of 2020, MOOCs, as a kind of currently popular online learning resource, have played a dominant role in higher education field. However, chiefly focusing on teaching organization and learning process in MOOCs, previous studies have paid inadequate attention to lecturers' discourse. In order to provide some useful views on this issue, this study investigates EFL lecturers' metadiscourse in Chinese university MOOCs to sketch its distinctive pattern across course types. Based on a self-built corpus, this research adopted interpersonal model as theoretical foundation and analyzed the frequency and functions of metadiscourse by AntConc 3.5.7 and IBM SPSS 23. Findings suggest that specific educational context in MOOCs leads to low frequency of metadiscourse and its use is mainly aimed at the enhancement of intelligibility, reliability, and interactivity. Besides, course types with different knowledge structures also exert certain influence on metadiscourse usage. Course types focusing on procedural knowledge (i.e. the knowledge related to practical process) tend to apply metadiscourse to enhance intelligibility and interactivity, while the ones stressing declarative knowledge (i.e. the knowledge related to explicit facts) attach more importance to reliability. Lastly, the paper concludes with implications for EFL lecturers' metadiscourse in Chinese university MOOCs. äEFL Lecturers Metadiscourse in Chinese University MOOCs Across Course(epmc).pdf DeepDyve Pubget Overpricing