Metadiscourse Learning Trajectories in Multilingual Learners: A Focus on Attitude Markers and Hedges

Abstract

The role of metadiscourse in the attainment of persuasion in any type of human interaction is indisputable. In multilingual settings, learners need to develop metadiscourse knowledge in several languages at the same time. This chapter examines the learning trajectories of two sub-categories of interpersonal metadiscourse markers, i.e., attitude markers and hedges, by multilingual learners in the three languages in which they are instructed at school (i.e., Spanish, Catalan, and English).