Metadiscursive devices in university lectures
-
Emma Dafouz
Abstract
Drawing on Systemic Functional Linguistics, and especially, on the notions of genre (Martin, 1985; Eggins, 1994) and phase (Young 1990, 1994), the present paper pursues a two-fold objective: (i) to identify the type, function and linguistic realisation of the metadiscursive devices (MDs) used in the organisation of lectures; and (ii) to account for similarities and differences between the L1 and L2 and assess their implications for teacher training. The contrastive analysis of six lectures given by the same speakers in Spanish (L1) and English (L2) reveals differences regarding the types and realisations of MDs. Specifically, the Spanish data show more explicit signalling, a wider variety of stylistic choices, and a higher use of interaction devices and conclusion markers. These findings point to the need for precise language objectives (e.g. explicit focus on the role of MDs) in CLIL teacher education in university contexts.
Abstract
Drawing on Systemic Functional Linguistics, and especially, on the notions of genre (Martin, 1985; Eggins, 1994) and phase (Young 1990, 1994), the present paper pursues a two-fold objective: (i) to identify the type, function and linguistic realisation of the metadiscursive devices (MDs) used in the organisation of lectures; and (ii) to account for similarities and differences between the L1 and L2 and assess their implications for teacher training. The contrastive analysis of six lectures given by the same speakers in Spanish (L1) and English (L2) reveals differences regarding the types and realisations of MDs. Specifically, the Spanish data show more explicit signalling, a wider variety of stylistic choices, and a higher use of interaction devices and conclusion markers. These findings point to the need for precise language objectives (e.g. explicit focus on the role of MDs) in CLIL teacher education in university contexts.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements vii
- Preface ix
-
Introduction
- Charting policies, premises and research on content and language integrated learning 1
-
Part I. General and theoretical issues
- On the natural emergence of language structures in CLIL 23
- The pragmatics of L2 in CLIL 39
-
Part II. CLIL at the secondary level
- A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction 61
- Using a genre-based approach to integrating content and language in CLIL 81
- Effects of CLIL on a teacher’s classroom language use 105
- Writing and speaking in the history class 125
- Language as a meaning making resource in learning and teaching content 145
- The CLIL differential 169
- Written production and CLIL 191
-
Part III. CLIL at the tertiary level
- Metadiscursive devices in university lectures 213
- Language Matters 233
- CLIL in an English as a lingua franca (ELF) classroom 259
- Language use and language learning in CLIL 279
- Subject index 293
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements vii
- Preface ix
-
Introduction
- Charting policies, premises and research on content and language integrated learning 1
-
Part I. General and theoretical issues
- On the natural emergence of language structures in CLIL 23
- The pragmatics of L2 in CLIL 39
-
Part II. CLIL at the secondary level
- A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction 61
- Using a genre-based approach to integrating content and language in CLIL 81
- Effects of CLIL on a teacher’s classroom language use 105
- Writing and speaking in the history class 125
- Language as a meaning making resource in learning and teaching content 145
- The CLIL differential 169
- Written production and CLIL 191
-
Part III. CLIL at the tertiary level
- Metadiscursive devices in university lectures 213
- Language Matters 233
- CLIL in an English as a lingua franca (ELF) classroom 259
- Language use and language learning in CLIL 279
- Subject index 293
