Interaction in Academic Spoken English: The Use of ‘I’ and ‘You’ in the MICASE

Gómez, Inmaculada Fortanet

doi:10.1007/978-0-387-28624-2_3

Cited by 6 publications

(7 citation statements)

References 9 publications

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“…This finding coincides with Gomez (2006), Rounds (1987a) and Zhihua (2011) who also identified lecturer + students youtype. Gomez (2006) reveals that this you-type is used to approximate the distance between lecturers and students in classroom encounters. Thus, lecturers rhetorically rankshift from their experthood rank and cooperate with students in this asymmetric power relational genre (Crawford Camiciottoli, 2007;Csomay, 2002).…”

Section: Hslsupporting

confidence: 84%

“…[HSC 0008] + students referencing (Lerner and Kitzinger, 2007). This finding coincides with Gomez (2006), Rounds (1987a) and Zhihua (2011) who also identified lecturer + students youtype. Gomez (2006) reveals that this you-type is used to approximate the distance between lecturers and students in classroom encounters.…”

Section: Hslsupporting

confidence: 68%

“…A number of researchers have explored the referents of I (e.g. Rounds 1987a & b;Yeo and Ting 2014;Gomez 2006) but this type was identified by Yaakob (2013) and Zhihua (2011). Yaakob (2013) noted that I for lecturer + students was common across DSs (arts and humanities, social, life, and physical sciences).…”

Section: Hslmentioning

confidence: 99%

“…Besides, she identified we for a larger group of people including speaker and audience, speaker + audience, we for I, we for you (audience), speaker + other people, we for indefinite you or one, we for they, and then we for you. Similarly, Gomez (2006) compiled a corpus from the MICASE, totaling 54,529 words. She also realized two referents for I (i.e.…”

Section: Introductionmentioning

confidence: 99%

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Different pronouns, same referents

Akoto¹,

Afful²

2022

Ghana J. Ling.

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In recent times, studies on I, we and you (tri-PP) in academic lectures havefocused on the L1 context. This paper, however, investigates thecommonalities in the discourse reference of I, we, and you across threedisciplinary supercommunities (DSs): Humanities (HS), Social Sciences(HS), and Natural Sciences (NS), using a corpus from an L2 context. Theconcordance tool in AntConc was used to search for all instances of the tri-PP. The referents of the tri-PP were identified based on the contextual andco-textual clues. The study revealed three referents –lecturer, students, andlecturer + students – which were common to all the three investigatedpronouns. Furthermore, the above referents were also noted to be commonto all the three broad knowledge domains. In a nutshell, the study revealedcross-pronominal and disciplinary commonalities in the discourse referentsin academic lectures. The implications for the theory of referentiality arealso discussed.

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Section: Hslsupporting

confidence: 84%

Section: Hslsupporting

confidence: 68%

Section: Hslmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Different pronouns, same referents

Akoto¹,

Afful²

2022

Ghana J. Ling.

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show abstract

“…As we read through this extract, we note the frequent use of features related to Biber et al's (2002) Dimension 1 -involved versus informational production. Private verbs such as 'know' and 'mean', which signal epistemic, attitudinal and cognitive states, together with first-person pronouns ('I', 'we') evidence interpersonal engagement and interactivity in lectures (Fortanet, 2006). Alongside these involved features, we can also point to the informational function of this event reflected in the use of nouns like 'biopsychology', attributive adjectives such as 'evolutionary heritage', and prepositional phrases as 'at the end'.…”

Section: 1) What Is Spoken Academic Discourse (Or How Is It Different...mentioning

confidence: 99%