In this article, a tripartite interpersonal model is proposed to analyze academic lectures delivered in English. The model combines two approaches to metadiscourse: the reflexive or narrow approach (Mauranen 1993; Ädel 2006), and the interpersonal or broad approach (Hyland 2005, 2019). The criteria adopted by the reflexive approach were exploited…

It is claimed that second-language classroom research cannot establish itself as a discipline if it does not relate at least to the fields of second-language acquisition, discourse analysis, syllabus design, and methodology. The argument is drawn from experiences in Tunisian secondary schools. (Contains 27 references.) (Author/LB)