The lecture is one of the most common forms of instruction in universities throughout the world being used as a form of studies, with the aim of conveying knowledge to a large number of students. The article looks at the nature of the academic lecture genre, its specific characteristics in comparison to other types of written or spoken modes of different genres. It introduces key theories of Genre Schools, such as New Rhetoric Studies, Systemic Functional Linguistics and English for Specific Purposes, explores the peculiarities of the university lecture as a separate genre, looks at its structure and studies the characteristic features.
Internal and external communication among employees and customers in tourism enterprises can be hindered by intercultural barriers. The present paper reports on the results of a qualitative research carried out within the framework of a NordTourNet-3 project implemented in Latvia, Lithuania and Sweden. The project revealed a set of intercultural difficulties faced by employees and clients that may undermine the performance of those enterprises. The follow-up research aimed to examine those intercultural communication problems. The paper provides an overview of relevant intercultural theories, explores intercultural communication cases in tourism enterprises based on 12 semi-structured interviews carried out with enterprise representatives. The article lists company profiles, describes the intercultural difficulties encountered in internal and external communication by countries, bearing in mind obstacles of Covid-19 pandemic. The descriptions of intercultural problems based on the theoretical assumptions and answers to the interview questions provided by company representatives are proposed. The research findings may be of interest to tourism industry representatives, various higher educational institution stakeholders, including academic personnel and students or any others interested in the field.
The present article aims to study the nature of spoken academic discourse in English in university setting and looks particularly at the role of discourse micro-markers in the organization of discourse of a lecturer. English is used as a medium of instruction by non-native academic personnel delivering soft science lectures to international students. The theory provides an overview of contemporary linguistics on discourse markers, outlining the definitions and their functional characteristics. The empirical part of the study is based on the analysis of a case study and the quantitative discourse analysis of a corpus of academic lectures available online. Discourse markers, that are most frequently used in spoken discourse of a lecturer, are studied and the use and the role of 'so ', 'now', 'OK', 'well', 'however', 'therefore' and 'all right' is investigated. The results of the study describe the functions of discourse markers in spoken academic discourse and show how discourse micro-markers help in understanding the structure and the thematic development of the discourse.
The present article aimed at researching the prerequisites of successful note-taking by students, cognitive mechanisms involved in note-taking and the correlation of note-taking with listening skills; it describes both processes taking place while students listen to a lecture and the possible strategies that students use to take notes as well as explores the hindrances that prevent successful recording of the lecture material. It is evident that taking notes does not depend only on students’ abilities to listen and take notes, but directly depends on lecturers’ abilities and skills to deliver the information. The study carried out at Turiba University and St. Petersburg State University of Economics showed to what extent note-taking affects the process of lecture comprehension by students, whether it fosters understanding of the subject as well as to what extent note-taking of B1 – C2 English level students, according to Common European Framework of Reference for Languages (CEFR), depends on students’ abilities to take notes and on lecturers’ skills to deliver information.
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