Metapragmatic discourse of emotional helpline hosts: Interpersonal pragmatic regulation and emotional orientation

WU Baoqin & HE Gang

Foreign Language Learning Theory and Practice ›› 2026, Vol. 200 ›› Issue (2) : 81.

Foreign Language Learning Theory and Practice ›› 2026, Vol. 200 ›› Issue (2) : 81.

Metapragmatic discourse of emotional helpline hosts: Interpersonal pragmatic regulation and emotional orientation

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Abstract

Metapragmatic discourse reflects speakers’ self-regulation and reflexive awareness in communication. Drawing on the theory of rapport management theory and employing discourse analysis, the present study investigates the interpersonal pragmatic regulatory functions and emotional orientations of metapragmatic discourse used by hosts of emotional helpline programs. The findings reveal significant frequency differences across eight types of metapragmatic discourse. Among them, stance-marking, performative, attitudinal, and emphatic types occur most frequently, primarily serving to construct alignment, facilitate interaction, and regulate emotions, whereas source-based, disclaiming, evaluative, and conventionalized types appear less often. These different types operate across four dimensions—face management, social rights and obligations management, emotion management, and interactional goal management—thereby realizing multi-layered regulatory functions. Regarding emotional orientation, metapragmatic discourse manifests two distinct patterns: positive convergence and negative divergence, reflecting the hosts’ dynamic capacity to regulate interpersonal relations and emotional intervention. The study not only broadens the theoretical scope of metapragmatic discourse but also offers new perspectives and empirical evidence for understanding pragmatic practices in emotion-centered institutional interaction.

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emotion hotline / meta-pragmatic utterances / pragmatic regulation / emotional orientation

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WU Baoqin & HE Gang. Metapragmatic discourse of emotional helpline hosts: Interpersonal pragmatic regulation and emotional orientation[J]. Foreign Language Learning Theory and Practice. 2026, 200(2): 81

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