The Use of Questions in Master’s Oral Defences in English as an Academic Lingua Franca in Universities

Abstract

This study addresses a research gap concerning the role of questions in oral defences within the context of English as a lingua franca (ELF), using an analytical framework examining syntactic, prosodic, and pragmatic dimensions. Drawing from modified taxonomies by Athanasiadou (1991), Freed (1994), Schleef (2009, Chang (2012), and Chen (2018), the study explores questions in a Taiwanese corpus of successful master's thesis defences (TCTD) (Lin, 2020). The findings reveal questions as crucial rhetorical devices, distributed widely throughout the defence dataset, prompting interaction among participants. Despite disparities in frequency and functions, question use enables participants to fulfil distinct roles and duties, navigating interpersonal relationships and managing conflicts in oral defences. This study distils the interactional characteristics of question-response sessions, enhancing transparency for participants, especially in the context of English as an academic lingua franca. The research contributes to the field of EFL in spoken discourse, specifically addressing the use of questions in master's oral defences. Implications for English for academic purposes at the university level are discussed, emphasising the significance of understanding and participating in these interactions.