Document Type : Research Paper
Authors
1 MA in Arabic Language and Literature of University of Zabol, Zabol, Iran
2 Associate Prof in Arabic Language and Literature on University of zabol, zabol, Iran
3 Assistant Prof in Arabic Language and Literature of University of zabol, Zabol, Iran
4 Associate Prof in Persian language and Literature of University of zabol, Zabol, Iran
Abstract
Metadiscourse, a pivotal concept in discourse analysis, refers to linguistic resources used to organize discourse, engage readers, and establish interaction between the writer and the audience. According to Hyland (2005), metadiscourse is categorized into two dimensions: interactive and interactional. Interactional metadiscourse, the focus of this study, encompasses linguistic elements that facilitate the organization of propositional content and guide readers toward the writer’s intended interpretation. These elements include propositions (e.g., additive, transitional, and evidential markers) and frame markers (e.g., structural indicators and textual references). In the context of children’s media, where educational and developmental objectives are paramount, the role of interactional metadiscourse becomes particularly significant. Children’s magazines as dynamic and accessible media serve as vital tools for imparting knowledge, fostering critical thinking, and promoting cultural and ethical values among young readers.
The magazine Al-Hussaini Al-Saghir, published by the Department of Childhood Care and Development at the Imam Hussain Holy Shrine in Iraq, targets children and adolescents with content tailored to their cognitive and emotional needs. Despite the growing interest in discourse analysis within media studies, little attention has been paid to the application of metadiscourse frameworks in children’s magazines, particularly in the Arabic-speaking context. This study aims to address this gap by analyzing the use of interactional metadiscourse markers (propositions and frame markers) in 40 issues of Al-Hussaini Al-Saghir, drawing on Hyland’s (2005) framework. The research seeks to answer the following questions: (1) What types of interactional metadiscourse markers are employed in the magazine? (2) What is the frequency and distribution of these markers? (3) How do these markers contribute to textual coherence and reader engagement in a children’s magazine? By exploring these questions, the study contributes to the understanding of how metadiscourse enhances the educational and communicative efficacy of children’s media.
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