In recent years increasing research attention has been devoted to the definition and development of presentation skills. As an interactive oral discourse type, the presentation is characterised by specific speech acts, of which cooperative acts have proved to be of a highly developmental nature (Sazdovska, 2009). The aim of the present paper is to report on a study which investigated the metadiscursive realisations of interactional acts in English major novice presenters' speeches as well as their correlation with raters' holistic perceptions of presentation quality.
KEYWORDSMetadiscourse, engagements markers, interactional elements, dialogic elements, monologic elements RESUMEN En los últimos años se ha acentuado la investigación sobre el arte de la presentación oral. Según Sazdovska (2009), cada tipo de presentación tiene su discurso característico, pero todas las presentaciones comparten rasgos interactivos que se manifiestan de manera más o menos intensiva. Puede ser una destreza que se desarrolla con la práctica. El objetivo de mi estudio es presentar los resultados de una investigación en la que se analizan, por un lado, las manifestaciones metalingüísticas de las interacciones en las presentaciones de los estudiantes de Filología Inglesa, y, por otro, la percepción holística de los evaluadores sobre la calidad de tales presentaciones.
PALABRAS CLAVEMetadiscurso, marcadores de compromiso, elementos interactivos, elementos dialógicos, elementos monológicos.
Foreign language learning poses special challenges for dyslexic learners as problems of phonological decoding present in the mother tongue are transferred to additional languages, too (Kormos & Smith, 2012). Recent Central European research also suggests that teachers tend to have difficulties in providing effective support for these learners (Kormos & Nijakowska, 2017;Martan, Skočić Mihić & Matošević, 2017;Nijakowska, 2020). The aim of the ENGaGE Erasmus+ project was to contribute to the solution of this problem by providing flexible, digital, English and German supplementary materials for dyslexic foreign language learners and their primary school classes, as well as offering a digital teacher training course to support teachers using the Task Bank. It was a key aspect of course development to elicit feedback from learners. The study explores their perceptions of interest, difficulty and carefulness invested into completing the tasks, and analyses the interplay between these factors.
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