?What I'm Speaking Is Almost English…': A Corpus-Based Study of Metadiscourse in English-Medium Lectures at an Italian University

Autor/in	Molino, Alessandra
Titel	?What I'm Speaking Is Almost English…': A Corpus-Based Study of Metadiscourse in English-Medium Lectures at an Italian University
Quelle	In: Educational Sciences: Theory and Practice, 18 (2018) 4, S.935-956 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Foreign Countries; College Faculty; English (Second Language); Metalinguistics; Language Proficiency; Lecture Method; Physical Sciences; Engineering; Undergraduate Students; Academic Discourse; Language Usage; Student Needs; Interpersonal Competence; Classroom Environment; Audience Response; Interaction; Language of Instruction; Speech Impairments; Italy + Suchen Sie Ihr Suchwort? Ausland; Fakultät; English as second language; English; Second Language; Englisch als Zweitsprache; Metalanguage; Metasprache; Language skill; Language skills; Sprachkompetenz; Natural sciences; Naturwissenschaften; Naturwissenschaft; Maschinenbau; Discourse; Diskurs; Sprachgebrauch; Interpersonale Kompetenz; Klassenklima; Unterrichtsklima; Zuschauerverhalten; Interaktion; Teaching language; Unterrichtssprache; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Italien
Abstract	This paper deals with the use of metadiscourse by Italian university lecturers who teach through the medium of English (EMI, English-Medium Instruction). The objective is to verify whether, irrespective of possible shortcomings in their mastery of the language, lecturers demonstrate sensitivity to the situational demands of the EMI classroom, paying attention to the needs of the audience. A small, specialised corpus of undergraduate university lectures in the fields of Physical Sciences and Technology will be analysed. In particular, the focus will be on references to the discourse, the code, the lecturer as speaker and the students as listeners. I will investigate what discourse functions metadiscourse markers perform, what form-function associations can be identified, and whether signs of dysfluency and non-standard forms can be found in relation to metadiscourse. The pedagogical implications of the findings will be considered and suggestions provided on how to incorporate metadiscourse in teacher training programmes. The paper will conclude with some methodological reflections on how to investigate metadiscourse in university lectures. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.estp.com.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01