A cross-disciplinary corpus-based analysis of anticipatory 'it' in graduate theses English Language and Literature and English Language Teaching programs in an L2 context

The intricate relationship between writer and reader in academic discourse can be illuminated through the analysis of metadiscoursal elements, which reveal how authors structure, interpret, and evaluate the content of academic texts. In this study, a specific grammatical feature of metadiscourse (constructions with an anticipatory 'it') is focused. These kinds of constructions serve multiple rhetorical functions that include hedging, emphasizing, and presenting information as objective. Two computerized text corpora were compiled and analyzed in order to investigate this linguistic pattern. These corpora include 40 Master's theses from English Language and Literature and English Language Teaching programs, submitted in 2023. Both corpora represent academic writing in an L2 context. Both of the corpora offer insights into how non-native English speakers employ this metadiscoursal feature in advanced academic writing. The corpus-based research employs descriptive study with quantitative design. Through frequency analysis, the prevalence of anticipatory 'it' constructions in each corpus is revealed. Their functional roles are further clarified by a closer examination of concordance lines and the surrounding context. The research questions address the frequency of anticipatory 'it' usage, potential differences between the two disciplines, the various functions these constructions serve, and the most common anticipatory 'it' pattern in each corpus. The use of anticipatory 'it' allows authors to foreground certain propositions backgrounding their own presence. In this way, they can achieve a balance between assertiveness and academic modesty. This research contributes to the understanding of disciplinary variations in academic writing and it shows us how L2 writers handle the complex scholarly discourse. The findings have potential implications for academic writing pedagogy, particularly in the context of English for Academic Purposes instruction for graduate students. By exemplifying the functions and patterns of anticipatory 'it' constructions, this study aims to enhance the understanding of this significant aspect of academic metadiscourse.