iReasearch学术科研网

摘要：I mean typically marks the introduction of modifications or adjustments in discourse, including self-repair, which seems to be especially prevalent in ELF. The role of I mean in academic ELF speech has been recently investigated by Kaur (2011). Kaur focuses on academic dialogue and self-repair roles. However, I mean has been found to be a rather speaker-centred, monologic particle, playing a variety of different roles in discourse. This article sets out to provide a comprehensive description of the functions of I mean in the monologic context of conference presentations by ELF speakers. The data consists of the presentations module of the ELFA corpus. Results indicate that self-repair, for corrective or 'proactive' purposes, is indeed a major function of I mean in the present materials too. However, presenters also use this discourse marker for other purposes inherently related to scientific argumentation, such as introducing background knowledge, justifying claims, interacting with audiences, marking salience or reinforcing commitment. It is argued that, for all their contribution to the effectiveness of presentations, some of the uses ELF speakers make of I mean structures may also compromise their personal image as speakers and as researchers. [Copyright The American University; published by Elsevier Ltd.]

摘要：The goals of the current study were (a) to assess differences in child and adult pausing and (b) to determine whether characteristics of child and adult pausing can be explained by the same language variables. Spontaneous speech samples were obtained from 10 5-year-olds and their accompanying parent using a storytelling/retelling task. Analyses of pause frequency, duration, variation in durations, and pause location indicated that pause time decreased with retelling, but not with age group except when child and adult pausing was considered in its speech and language context. The results suggest that differences in child and adult pausing reflect differences in child and adult language, not in the cognitive resources allocated to language production. Adapted from the source document

摘要：In my talk, I foreground what I and my colleagues have learned about discourse in the numerous classrooms we observed in a four-year research study at an urban high school. While Jefferson High had a student body that was linguistically and culturally diverse, it was homogeneous socioeconomically, being labeled 'low income'. Some of the research I address reveals how the classroom discourse both co-constructed and was influenced by these phenomena. Additionally, my survey of the research reveals that theoretical frameworks shape the research process and, ultimately, what we learn about classroom discourse. Adapted from the source document

摘要：The present study investigates the rhetorical structure of academic lecture closings, and the impact of class size on this part genre. A framework of stages and strategies is developed to analyze the rhetorical structure of lecture closings. Large and small classes are further compared to find how class size may influence the ways lecturers close their lectures. Personal pronouns I, you, and we are also examined to explore interpersonal dynamics. Results show that lecturers use a wide range of strategies in closings, yet with great variation. Three strategies-explicitly indicating the end of lecture, explaining course plans for the next class, and dismissing the class-are most frequently used. Large and small classes differ in both stages and strategies. Strategies tend to concentrate at the Ending Stage in large classes, but at the Pre-ending and Post-ending Stages in small classes. Interestingly, students and lecturers in small classes have frequent, informal interaction on non-course-related issues. Lecturers may use personal pronouns flexibly and strategically, referring to a variety of semantic referents, to enhance student engagement and mitigate potential disfavor. These findings demonstrate the impact of class size on lecture closings, which provide an opportunity for lecturers to establish close rapport with students. [Copyright The American University; published by Elsevier Ltd.]

摘要：Recent ESP research into academic writing has shown how writers convey their stance and interact with readers across different disciplines. However, little research has been carried out into the disciplinary writing practices of the pure mathematics academic community from an ESP genre analysis perspective. This study begins to address this gap by applying Hyland's stance and engagement framework to pure mathematics research articles. The data consists of a corpus of 25 articles collected from five authors and semi-structured interviews with the same authors. The results of the corpus analysis reveal a low number of hedges and attitude markers compared to other hard and soft disciplines, but higher than expected shared knowledge and reader references. Furthermore, triangulation with interview data suggests that the epistemology and research practices of the discourse community can account for these frequency patterns, and that writers are conscious of the need to situate oneself within the norms of the discourse community by adhering to disciplinary writing conventions. The study also confirms that Hyland's framework can be usefully applied to pure mathematics research articles, although the boundaries between categories in the taxonomy are fuzzier than a stance/engagement dichotomy might suggest. [Copyright The American University; published by Elsevier Ltd.]

摘要：Several previous studies have investigated the use of questions to facilitate interactions in academic lectures in tertiary education. However, the issue of how disciplinary cultures influence the patterns of questions in lectures has received little attention. Therefore, this study aims to examine the interdisciplinary differences in professors' use of questions in terms of both their forms and functions. The corpus used in this study consists of 15 small-class lectures from three academic divisions: Humanities & Arts (HA), Social Sciences & Education (SS) and Physical Sciences & Engineering (PS). These data are a subset of the Michigan Corpus of Academic Spoken English (MICASE). Previous studies on academic spoken English have reported that, compared with other contextual factors, the disciplinary culture seems to exert a more critical influence on the use of various linguistic features. However, the results of this study show far more similarities than differences across different disciplines. Based on the major findings pertaining to the use of question forms and functions across the three divisions, it is suggested that for questions in academic lectures at the tertiary level, the influence of genre seems to outweigh that of disciplinary culture. [Copyright The American University; published by Elsevier Ltd.]

摘要：Numerous studies have investigated the occurrence of modifiers in a variety of settings, especially academic research writing and casual spoken contexts. This study extends previous research in two ways: (1) it examines pragmatic force modifiers (PFMs) (Lin, 2010; Nikula, 1996) in lectures in BASE and MICASE in order to reveal their functions specific to the particular genre; (2) it compares and contrasts the frequency and use of PFMs in the corpora and monologic/interactive sub-corpora in an attempt to identify similarities and differences potentially associated with academic cultures and lecturing styles. The results imply that although academic cultures appear to contribute to the distributional patterns of PFMs in the corpora, their functions are primarily dependent on the interplay between generic norms and lecturing styles. [Copyright The American University; published by Elsevier Ltd.]

摘要：Using a Create-A-Research-Space model (CARS) as an investigative tool and Hyland's (2005) model of metadiscourse, this article reports on a pragmatic two-level rhetorical analysis of the constituent moves and steps of research article introductions and focuses on the identification and mapping of the metadiscoursal features most frequently employed to signal such moves. Findings reveal that the application of Swales CARS models shows no radical departure from the traditionally prescribed M1 + M2 + M3 rhetorical pattern, and unveil the existence of particular step combinational patterns to achieve different communicative purposes. On the one hand, a quantitative and qualitative analysis of the metadiscourse in the moves indicates that evidentials, transition markers and code glosses are the most pervasive interactive categories. On the other hand, interactional metadiscourse is best reflected through the use of hedges and boosters. It is through a balanced combination of these two types of metadiscoursal features that writers manage to guide readers through the argumentative nature of the introduction to position themselves within the wider research context while abiding by the politeness conventions that underlie academic writing. This study has pedagogical implications for the writing practices of native and non-native researchers and contributes to the widening of current research on the genre of the RA. [Copyright The American University; published by Elsevier Ltd.]

摘要：This paper seeks to analyse discourse patterns of legal opinions in two languages and cultures -- namely, Legal Problem Question Answers (LPQs) in the UK academic writing context and Pareri (Ps) in the Italian professional writing context. The qualitative and quantitative analysis of discourse in this paper, based on the tenets of genre analysis, was carried out on a small collection of Model Answer texts to Problem Questions used in the two legal cultures. Findings indicate that while LPQs and Ps mostly bear similarities in the relevant rhetorical organisational patterns, they also show differences in the use of lexico-grammatical resources. It is argued that the generic and discoursal patterns resulting from the written data are determined by the writers' disciplinary (legal) culture and language, which are appropriate to legal discourse practices of Western local jurisdictions. [Copyright The American University; published by Elsevier Ltd.]

摘要：This paper investigates the consequences of L2 use in university lectures. Data in the study stem from parallel lectures held by the same experienced lecturer in Danish (L1) and English (L2). It is found that the lecturer takes 22% longer to present the same content in L2 compared to L1, and that the lecturer speaks 23% more slowly in L2 than in L1. In the second part of the paper these differences are investigated through a qualitative analysis of parallel extracts from the same data set. Here it is found that when teaching in English the lecturer uses a higher degree of repetition and adopts a more formal and condensed style as compared to the rhetorical style in L1. Finally, the potential consequences of these quantitative and qualitative differences for student learning are discussed. We analyse five science lectures: three in Danish (L1) and two in English (L2). The same lecturer takes 22% longer to present the same content in L2. The lecturer speaks 23% more slowly in L2. The lecturer uses a higher degree of repetition in L2. The lecturer has a more formal and condensed style in L2. [Copyright The American University; published by Elsevier Ltd.]

摘要：This paper attempts to apply Lung's (2008) model of the discursive hierarchical patterning of cases to a closer and more specific study of Economics cases and proposes a model of the distinct discursive hierarchical patterning of the same. It examines a corpus of 150 Economics cases with a view to uncovering the patterns of discourse construction. These patterns, to a certain extent, may be attributed to the nature of the discipline. It has been noted that learners need to be given a more informed and realistic framework as seen from the model provided in this paper. By recognising the 'thumb-print' of the discursive patterning of Economics cases, students and novices in a profession will be better equipped to meet the challenge of attaining professionalism in their chosen careers. [Copyright The American University; published by Elsevier Ltd.]

摘要：Carers recognize that the linguistic problems associated with Alzheimer's disease (AD) can be detrimental to effective communication, but they are often not sure what they can do to help. This article examines the use of formulaic language in AD, including routines, repetitions, and fillers, through the lens of a model of how cognitive and social priorities shape language learning and use. The model sheds light on the ways in which formulaic language can limit effective communication, but also shows how it can be used to support the declining command of novel language. Carers' tendency to adopt formulaic language in their own interaction is also examined. An agenda for future research is offered to further test the validity of these observations and to explore ways of using formulaic language constructively to support improved communication between carers and AD sufferers. Adapted from the source document

摘要：Previous studies have demonstrated a link between language behaviors and deception; however, questions remain about the role of specific linguistic cues, especially in real-life high-stakes lies. This study investigated use of the so-called filler, "um," in externally verifiable truthful versus deceptive speech of a convicted murderer. The data revealed significantly fewer instances of "um" in deceptive speech. These results are in line with our recent study of "um" in laboratory elicited low-stakes lies. Rather than constituting a filled pause or speech disfluency, "um" may have a lexical status similar to other English words and may be under the strategic control of the speaker. In an attempt to successfully deceive, humans may alter their speech, perhaps in order to avoid certain language behaviors that they think might give them away. Adapted from the source document

摘要：This study contributes to the growing field of research on interlanguage pragmatic development with a study on the development of argumentative discourse ability by second-language learners of German. I will be focusing on facework-that is, the use of verbal strategies that allow the speaker to have his or her social identities, particular personal qualities, and attributes validated by others. The study approaches the data, which were gathered from learners of German at 3 levels of proficiency, from the perspective of sequential and preference organisation. The analysis shows that argumentative sequences develop from a simple 2- or 3-turn structure, which consists of merely 1 "core" adjacency pair (assessment/opinion-agreement/disagreement), to being extended by postsequences and insertion sequences. It is only for learners of higher proficiency, however, that these extensions serve to further the argument rather than merely building on agreement. When disagreeing, learners increasingly use agreement turns to sharpen forthcoming disagreement or use their interlocutors' turns to serve that purpose. These developments are then explained from a sociocognitive perspective. I will argue that developments are due to learners overcoming processing constraints as proficiency progresses as well as their changing frames of reference for the task. Adapted from the source document

摘要：The purpose of this article is to analyse interaction in academic weblogs, focusing on discursive features that provide cues as to the participants' interpersonal behaviour. The data for this study consisted of postings and their corresponding comments taken from 11 academic weblogs. The analysis of the corpus allowed us to work out a framework of different categories of discursive indicators of social and antisocial behaviour. Following Rourke et al. (1999), the indicators of social behaviour were categorized into the following types: (i) affectivity, (ii) cohesiveness, and (iii) interactivity. The indicators of antisocial behaviour were classified into three groups: (i) negative socioemotional behaviour, (ii) group exclusion, and (iii) confrontational interaction. The study shows that bloggers and weblog readers use a great variety of discursive strategies aimed at constructing and sustaining affective and solidarity relations in the community and creating an identity for themselves as competent members of the disciplinary community. Adapted from the source document

摘要：This article adopts a social constructionist approach in maintaining that indeterminacy of meaning is an unavoidable aspect of interview research. It uses positioning analysis to examine how subject positions and contingently constructed meanings are produced in interview interactions. The analysis focuses on excerpts from a series of three interviews with a Chinese-born immigrant to the US in which the interviewee responds to questions asking whether he has experienced discrimination. The interviewee produces accounts that are seemingly ambiguous at times and seemingly clear on another occasion. Rather than determining exactly what he means across these three accounts, the article uses fine-grained micro-analysis to examine the linguistic constructs and interactional strategies used to construct such ambiguity and clarity. It also examines the role of the researcher in contributing to such interpretations given her projection of the 'imagined subject' who is producing these accounts. The article concludes with a discussion of the agentive subjectivity constituted for interviewees through the interview process, which contributes to the indeterminacy of meaning true for all interview research. Adapted from the source document

摘要：This study draws on a narrative constructionist framework to examine the active representation of self and experience in second language (L2) ethnographic interviews and autobiographic narratives of immigrant experience. Analysis centers on two versions of a complaint narrative of institutional mistreatment told 2 years apart by a man who immigrated to Canada. Special attention is given to the collaborative work he and the interviewer engage in to story experience in ways that are sensitive to the interpretation of talk and matters of rationality, morality, truth, and consistency of represented characters, events, and actions. Despite similarities between the versions, the narrative teller uses them for different ends. In one version, specific events push him to anger and to goal-oriented action. In the other, this narrative is made to represent a more general position on the irrational conduct of people and his justifiable anger. Findings also suggest the usefulness of treating interviews and narratives not as one-off (Le. single or isolated) tellings, but as one in a series (whether in a single setting or across time). Adapted from the source document