Seminars and interactive lectures as a community of knowledge co-construction: The use of modifiers

Lin, Chia-Yen

doi:10.1016/j.esp.2015.02.002

Cited by 8 publications

(6 citation statements)

References 21 publications

(26 reference statements)

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“…Interpretation and Discussion In overall use, 'I think' was much more frequent than 'I guess,' despite existing studies suggesting both are frequent in academic discourse (Biber, 2006b;Kärkkäinen, 2007;Lin, 2015). General usage patterns emerged for both markers, but the analyses also indicated a fair number of individual differences among speakers.…”

Section: 3mentioning

confidence: 73%

“…The target ES markers in this study, 'I think' and 'I guess,' are two of the most frequently occurring epistemic markers in English overall (Kaltenböck, 2010) and specifically in university registers (Biber, 2006b;Kärkkäinen, 2007;Lin, 2015). However, few descriptive studies on classroom discourse include these two markers.…”

Section: 3mentioning

confidence: 86%

“…Her research also suggested that 'I guess' functions as a discourse marker and as a marker of politeness and hedging for saving face. Other functions attributed to 'I guess' include expressing softening, caution, and humility by students in classroom discourse (Lin, 2015) and signaling that a statement is an opinion (Weisser, 2020).…”

Section: 2mentioning

confidence: 99%

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Multifunctionality of Epistemic Stance Markers: Variation across Disciplines and Speaker Roles in Classroom Discourse

Caprario

2022

Contrastive Pragmatics

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This study investigated the communicative functions of ‘I think’ and ‘I guess’ in classroom discourse and intra-register variation in their use. Building on research into the multifunctionality of epistemic stance markers, a coding scheme was developed and iteratively applied to a corpus, revealing five macro functions: epistemic stance, softening, personal perspective, discourse organizing, and deciding in real time. The frequency of each macro function differed between the two markers, as did the observed subfunctions. Statistical analyses comparing instructors and students in three disciplines indicated intra-register variation, linked to situational differences. ‘I guess’ was most frequent in student language, and ‘I think’ was most frequent in the humanities. Different patterns were also noted in the use of certain communicative functions. The results suggest the importance of accounting for register variation when describing epistemic stance markers.

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Section: 3mentioning

confidence: 73%

Section: 3mentioning

confidence: 86%

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Multifunctionality of Epistemic Stance Markers: Variation across Disciplines and Speaker Roles in Classroom Discourse

Caprario

2022

Contrastive Pragmatics

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“…Because of its significance in relation to knowledge dissemination and assessment in academic contexts (Lillis & Scott, 2008), written discourse is mostly prioritized (e.g., Giannoni, 2008;Martin, Rey-Roch, Burgess, & Moreno, 2014;Samraj, 2008;Molle & Prior, 2008;Nesi & Gardner, 2011;Sawaki, 2014;Lancaster, 2016). Fewer studies, in comparison, focus on spoken genres, such as presentations, conference proceedings and lectures despite their significance and increasing use in academic contexts (e.g., Carter-Thomas & Rowley-Jolivet, 2008;Chang, 2012;Ferguson, 2001;Morton, 2016;Lin, 2015;Webber, 2005). This general concern with textual analyses of written discourse is also echoed within investigations of English language learning and teaching in Saudi Arabia which often focus on identifying and addressing the challenges and difficulties that English language learners face.…”

Section: Introductionmentioning

confidence: 99%

English-Mediated Presentations in Pharmacy: Exploring Literacy Practices among Saudi Female Undergraduates

Alghamdi¹

2020

AWEJ

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Despite the complex nature of language learners' needs, researchers on language use in tertiary education tend to look at these needs through textual analyses associated with written discourse more than any other aspect of language use. Because learners' needs, however, extend to include recognizing the challenges and situated nature of language use among learners (Hyland, 2006), this article adopts a social account of literacy (Barton, 1994;Barton and Hamilton, 1998;Street, 1984;Pahl & Rowsell, 2012) to explore the literacy practices surrounding how year-five female undergraduates engage with English-mediated oral presentations in pharmacy at a Saudi Arabian university. The article offers a situated understanding of these undergraduates' views of English as a considerable challenge in this literacy event to provide a more in-depth understanding of how undergraduates address this challenge. The article concludes by offering some suggestions as to how knowledge of the social practices surrounding learners' engagement with reading and writing can help to inform EAP pedagogical practices.

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Section: Introductionmentioning

confidence: 99%

English-Mediated Presentations in Pharmacy: Exploring Literacy Practices among Saudi Female Undergraduates

Alghamdi

2020

SSRN Journal

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Despite the complex nature of language learners' needs, researchers on language use in tertiary education tend to look at these needs through textual analyses associated with written discourse more than any other aspect of language use. Because learners' needs, however, extend to include recognizing the challenges and situated nature of language use among learners (Hyland, 2006), this article adopts a social account of literacy (Barton, 1994; Barton and Hamilton, 1998; Street, 1984; Pahl & Rowsell, 2012) to explore the literacy practices surrounding how year-five female undergraduates engage with English-mediated oral presentations in pharmacy at a Saudi Arabian university. The article offers a situated understanding of these undergraduates' views of English as a considerable challenge in this literacy event to provide a more in-depth understanding of how undergraduates address this challenge. The article concludes by offering some suggestions as to how knowledge of the social practices surrounding learners' engagement with reading and writing can help to inform EAP pedagogical practices.

show abstract

Seminars and interactive lectures as a community of knowledge co-construction: The use of modifiers

Cited by 8 publications

References 21 publications

Multifunctionality of Epistemic Stance Markers: Variation across Disciplines and Speaker Roles in Classroom Discourse

Multifunctionality of Epistemic Stance Markers: Variation across Disciplines and Speaker Roles in Classroom Discourse

English-Mediated Presentations in Pharmacy: Exploring Literacy Practices among Saudi Female Undergraduates

English-Mediated Presentations in Pharmacy: Exploring Literacy Practices among Saudi Female Undergraduates

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