A cross-cultural investigation of German and American academic style

Schleef, Erik

doi:10.1016/j.pragma.2009.01.002

Cited by 32 publications

(29 citation statements)

References 25 publications

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“…In this study, neither cross-cultural nor cross-gender analyses of the use of tag questions and intensifiers verify Lakoff"s claims. The findings of this study are similar to that of Dubois and Crouch (1975); O"Barr and Atkins (1980); Kollock, Blumstein, and Schwartz (1985); Thimm, Koch, and Schey (2003); Nemati and Bayer (2007), and Schleef (2009). Schleef (2009 researched tag questions and discourse markers usage in spoken academic discourse and he concluded that there was no difference between genders.…”

Section: Discussionsupporting

confidence: 89%

“…The studies have clearly revealed that the results might change under a number of variables. Some of the defined variables influential on the results of the previous studies include culture, social norms, social status, educational background, socioeconomic level, age, and religious beliefs of the environment (Cameron 1994;Dubois & Crouch 1975;Nemati & Bayer 2007;O"Barr & Atkins 1998;Schleef 2009;Speer 2005;Tannen 1990). Since the variables are numerous, it is assuredly hard to make generalizations in the area of gender-bound language.…”

Section: Introductionmentioning

confidence: 99%

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A Cross-Cultural Investigation of Gender-Bound Language Use in Turkish and English Plays: Implications for Foreign Language Education

Genç¹,

Armagan²

2018

JETS

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The aim of the study is to investigate gender-bound language use in Turkish and English languages and to identify the differences and similarities across cultures and genders in the plays with family and social themes. Four English and five Turkish plays were chosen randomly for comparison. The number of words in the plays were taken into consideration for an accurate and balanced analysis. For this reason, the closeness of the number of words used by male and female characters in the plays were more important than the number of plays in total. The Turkish plays consisted of 6781 words and the English plays comprised 7091 words. Thus, in the plays considered as samples of language, a total of 13.872 words were studied with respect to the use of intensifiers, hedges and tag questions in two major groups: (1) cross gender & same culture, (2) same gender & cross culture, within the framework of Lakoff"s (1975) proposal concerning linguistic differences between males and females. A Pearson chi-square test was conducted on the quantitative data for all the analyses. The findings of the study showed that there were significant differences only in the use of hedges. No significant differences in the use of intensifiers and tag questions within the corpus under investigation were observed between the groups. This cross-cultural comparison on English and Turkish implies that Lakoff"s proposition regarding gender-bound language use needs further exploration. The study sheds light upon intercultural communication, and raises awareness and understanding of whether and how language use differs between different genders and cultures, which might be helpful for teachers and learners during the processes of teaching and learning English or Turkish as a foreign language. Furthermore, when the results of the study are considered from the point of intercultural communication, this investigation unveils the similarities and differences between English and Turkish languages in terms of the use of intensifiers, hedges, and tag questions.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

A Cross-Cultural Investigation of Gender-Bound Language Use in Turkish and English Plays: Implications for Foreign Language Education

Genç¹,

Armagan²

2018

JETS

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“…This kind of listenership specialism is also reported by Gardner (2007) in a CA study of medical discourse, which suggests that engaged listenership tokens such as right have very specific functions in institutional encounters where there is 'a lot of information transfer ' (p. 336). In the domain of academia, Schleef (2009) provides a comparison of the academic style of German and American academics in lectures and interactional classes in the humanities and natural sciences. Part of the study involves a comparison of both back-channel and turn-initial response token use across the two corpora.…”

Section: Corpus Linguistic Research Into Turn-openingsmentioning

confidence: 99%

“…Part of the study involves a comparison of both back-channel and turn-initial response token use across the two corpora. Schleef reports that the results of this analysis are difficult to interpret but does conclude that '[i]nstructors and students fulfill particular discourse roles and use structures that best serve these roles' (Schleef 2009(Schleef : 1117.…”

Section: Corpus Linguistic Research Into Turn-openingsmentioning

confidence: 99%

A corpus linguistic analysis of turn-openings in spoken academic discourse: Understanding discursive specialisation

Evison¹

2013

English Profile Journal

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Recent corpus linguistic (CL) investigations of academic discourse (both written and spoken) have tended to use easily excisable lexical items and/or grammatical forms to determine what is 'special' about the language of academia, and to compare and contrast particular disciplines or subjects with each other. This study takes a different approach to characterising academic talk -beginning with position rather than item. It is predicated on the well-established tenet that a considerable amount of discursive activity occurs in the extremely elastic and highly charged openings of turns, a position in the discourse that is the nexus of textual and interpersonal obligation, risk and potential. It therefore presents the results of the systematic analysis of the openings of 13,337 turns taken by tutors and students in a range of common pedagogic encounters in the humanities and social sciences. A set of 'core' turn-openers is then identified so that further detailed contextualised analysis can be carried out, which includes comparison with a benchmark corpus of casual conversation. The results suggest that academic speakers start their turns with recognisably conversational items that show subtle, but regularised, discursive specialisations related to their reflexive relationship with the academic encounters in which they are uttered and which they help to create.

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“…Some studies focus on variation based on different linguistic or cultural backgrounds (Valero-Garcés, 1996;Moreno, 1997;Vassileva, 2001;Martín Martín, 2003;de Haan & van Esch, 2005;Moreno & Suárez, 2008;Hinkel, 2009;Schleef, 2009;Carrió, 2009a).…”

Section: Aims and Achievementsmentioning

confidence: 99%

Error in the learning and teaching of english as a second language at higher education level

Mestre¹,

María²

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Voldria primer donar les gràcies a la persona que ha dirigit aquesta tesi, la Dra.María Luisa Carrió Pastor. Gràcies, Marisa per haver confiat en mi des del primer moment. Gràcies per haver-me introduït en la maresma de l'error com a eina de millora en l'aprenentatge de les segones llengües. Per haver sigut ferma en el convenciment que el treball pagava la pena, per la motivació i el suport que m'has donat capítol rere capítol. Gràcies també per haver estat disponible en tot moment, per haver-me ajudat a posar ordre en el meu desordre i per la paciència. Gràcies al Dr. Malcolm Coulthard per les converses i les discussions a AstonUniversity, per les revisions setmanals davant un bon café anglés. Pels brillants comentaris sobre el plantejament i la metodologia que calia utilitzar en el treball que presente. Gràcies també a la Dra. Carmen Rosa Caldas-Coulthard, de la University of Birmingham. Gràcies a la Dra. Laurence Flucha i la Dra. Delphine Letort, de la Université du Maine, que em van donar suport a l'inici de la investigació, quan no era més que un projecte.Vull donar les gràcies de manera especial a les persones que han fet el treball dur d'aquesta investigació. Les professores Carme Carrió i Verónica Pastor. Amigues generoses que no van dubtar un segon a oferir temps i saviesa per ajudar a fer aquest projecte una realitat. Elles són responsables de les correccions dels textos que han sigut la base de la investigació, i en són la justificació última. Sense elles, el treball simplement no s'hauria pogut fer.Gràcies a Lorraine Connor per la correcció lingüística d'aquest document, per no haver dubtat mai a l'hora de treballar de ferm per aconseguir complir els terminis i els requisits; per llegir i rellegir els texts fins quasi aprendre'ls de memòria. Per ser sempre minuciosa alhora que flexible.Gràcies també a tots els companys de l'Escola Politècnica Superior de Gandia, especialment a Josep i a Cristina, perquè han sigut comprensius i esplèndids amb les meues circumstàncies, sovint especials i necessitades d'ajuda, de temps, de context. Gràcies pel suport diari, per l'amistat oferida des del primer dia, pels dinars al seminari, per les xerrades al corredor, pels riures. Sobretot gràcies pel respecte a la porta tancada -tan odiosa.No vull oblidar en aquesta relació d'agraïments els alumnes. Els que han fet part d'aquesta investigació amb l'aportació de treballs escrits en anglés, i els que han seguit les meues classes enguany, per aportar cada any aire fresc i obrir-me portes a la reflexió i l'aprenentatge.Als amics, clar. Gràcies a tots per haver sigut indulgents i pacients, per haver-me acompanyat en els bons moments i en els que no eren tan bons, per estar sempre disponibles. Pels pensaments col·lectius, les converses, els caps de setmana d'excursió, les visites sorpresa. I també gràcies per només preguntar quan devíeu.Vull agrair especialment l'esforç que ha fet la meua família. La gran família, als dos costats de l'oceà. M'heu ensenyat tot el que sóc. Sempre m'heu donat suport i heu tingut plena confianç...

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A cross-cultural investigation of German and American academic style

Cited by 32 publications

References 25 publications

A Cross-Cultural Investigation of Gender-Bound Language Use in Turkish and English Plays: Implications for Foreign Language Education

A Cross-Cultural Investigation of Gender-Bound Language Use in Turkish and English Plays: Implications for Foreign Language Education

A corpus linguistic analysis of turn-openings in spoken academic discourse: Understanding discursive specialisation

Error in the learning and teaching of english as a second language at higher education level

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