Corpus analysis of engagement discourse strategies in academic presentations

Author:

Viera Carolina1ORCID,Williams Serena AP2ORCID

Affiliation:

1. Boise State University

2. Language and Heritage Institute

Abstract

Text analysis informed by Genre Theory (Hyon 1996) and methods in Corpus Linguistics provide the opportunity to describe language patterns that exist not only at the individual level but also in discourse communities. In this study, we investigate the discourse strategies used by novice and expert members of the academic United States (US) Spanish-speaking community to engage their audience, construct interpersonal meaning, and position themselves as expert speakers. We analyze two corpora: a specialized corpus of 32 conference presentations delivered by professors and doctoral students of Hispanic Studies, and a learner corpus of 24 in-class presentations to describe discourse patterning of social engagement expressed in text organization during presentation openings. Results indicate variation in engagement strategies between novice and expert presenters, with professors being the ones who make more use of interpersonal and interactive features to engage their audience. Our findings inform genre-based pedagogies by describing the language functions used to construct the different stages in which openings are organized. As oral presentations have been insufficiently studied (Robles Garrote 2016), this study contributes to the growing knowledge of academic oral Spanish in the United States.

Publisher

Research in Corpus Linguistics

Subject

Ocean Engineering

Reference57 articles.

1. Achugar, Mariana. 2003. Academic registers in Spanish in the U.S.: A study of oral texts produced by bilingual speakers in a university graduate program. In Ana Roca and Maria Cecilia Colombi eds. Mi Lengua: Spanish as a Heritage Language in the United States, Research and Practice. Washington: Georgetown University Press, 213–234.

2. Achugar, Mariana. 2009. Constructing a bilingual professional identity in a graduate Classroom. Journal of Language, Identity and Education 8/3: 65–87.

3. Alharbi, Ghada and Thomas Hain. 2016. The OpenCourseWare Metadiscourse (OCWMD) Corpus. LREC. http://www.lrecconf.org/proceedings/lrec2016/pdf/1085_Paper.pdf (April 11, 2020.)

4. American Council of Teachers of Foreign Language (2012). https://www.actfl.org/ (April 11, 2020.)

5. Alsop, Siân and Hilary Nesi. 2014. The pragmatic annotation of a corpus of academic lectures. In Calzolari Nicoletta, Kalid Choukri, Thierry Declerck, Hrafn Loftsson and Bente Maegaard eds. Proceedings of LREC 2014, Ninth International Conference on Language Resources and Evaluation, 1560–1563.

Cited by 3 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3