Metadiscursive Features in Interdisciplinary Lectures: Implications for EAP Notetaking
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Hatice Sezgin
Hatice Sezgin is a PhD candidate of English language teaching and a lecturer of English at the Department of Translation and Interpretation Studies at Selcuk University, Türkiye. Her research efforts have focused on notetaking and genre studies.
Ece Zehir Topkaya is a professor of English language teaching at the Faculty of Education at İzmir Demokrasi University, Türkiye. Her research interests include teacher education, language learning and teaching, and EAP, particularly focusing on needs analysis.
Abstract
Academic lectures are among the primary resources of knowledge for higher education students, which makes notetaking a requirement during lectures. The ability to take good notes and the quality of notes taken during lectures are associated with academic achievement; therefore, notetaking instruction is an important aspect of EAP courses. To this end, the present study aims at offering a genre-based instruction framework for notetaking instruction. In accordance with this purpose, eight interdisciplinary lectures were analysed. First, rhetorical functions were identified using the framework developed by Bouziri (2020). Then, metadiscursive elements signalling the organisational structure were identified using the metadiscourse frameworks developed by Ädel (2010) and Hyland (2005). Major findings indicate a relationship between rhetorical functions and metadiscursive elements. Namely, certain metadiscourse items can signal the use of certain rhetorical functions. Thus, the GBI framework for notetaking was structured focusing on the associations that can be established between the rhetorical functions and metadiscursive elements.
About the authors
Hatice Sezgin is a PhD candidate of English language teaching and a lecturer of English at the Department of Translation and Interpretation Studies at Selcuk University, Türkiye. Her research efforts have focused on notetaking and genre studies.
Ece Zehir Topkaya is a professor of English language teaching at the Faculty of Education at İzmir Demokrasi University, Türkiye. Her research interests include teacher education, language learning and teaching, and EAP, particularly focusing on needs analysis.
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Appendix 1 Coding Scheme for Rhetorical Functions (Bouziri, 2020, p. 130)
| Introduction | m1-warming_up | m1s1-greeting | m1s3-housekeeping |
| m1s2-making_a_digression | m1s4-looking_ahead | ||
| m2-setting_up_lecture_framework | m2s1-announce_the_topic | m2s4-present_aims | |
| m2s2-indicate_scope | m2s5-announce_start_of_lecture | ||
| m2s3-outline_the_structure | m2s6-looking_ahead_1 | ||
| m3-put_lecture_topic_in_context | m3s1-show_the_importance_of_the_topic | m3s3-refer_to_earlier_lectures | |
| m3s2-relate_new_to_given | |||
| Content | m4-setting_up_content_framework | m4s1-announce_the_content | m4s3-looking_ahead_2 |
| m4s2-indicate_scope_1 | |||
| m5-put_content_in_context | m5s1-refer_to_earlier_lectures_1 | m5s2-refer_to_earlier_content | |
| m6-introducing_content | m6s1-provide_rationale/context | m6s3-describe_content | |
| m6s2-define_content | |||
| m7-introducing_procedure | m7s1-describe_stages | m7s3-discuss_scenario | |
| m7s2-introduce_scenario | |||
| m8-elaborating_content | m8s1-explain_content | m8s4-draw_implication | |
| m8s2-exemplify_content | m8s5-make_a_digression | ||
| m8s3-specify_content | |||
| m9-closing_content | m9s1-indicate_end | m9s3-announce_homework | |
| m9s2-sum_up | m9s4-looking-ahead_3 | ||
| Evaluation | m10-evaluating_content | m10s1-show_importance_of_content | m10s4-indicate_certainty/uncertainty |
| m10s2-prompt_students_evaluation_of_content | m10s5-show_contribution | ||
| m10s3-indicate_attitude | m10s6-show-limitation | ||
| m11-evaluating_students_knowledge | m11s1-enquire_about_knowledge | m11s6-indicate_attitude_1 | |
| m11s2-give_clues | m11s7-make_a_digression_1 | ||
| m11s3-check_own_understanding | m11s8-enhance_understanding | ||
| m11s4-give_feedback | m11s9-indicate-certainty/ uncertainty | ||
| m11s5-establish_knowledge | |||
| m12-evaluating_students_practice | m12s1-acknowledge | m12s3-make_a_digression_2 | |
| m12s2-give_feedback_1 | m12s4-indicate-certainty/ uncertainty_3 | ||
| m13-checking_in | |||
| Closing | m14-setting_up_homework_framework | m14s1-announce_homework_1 | m14s3-model_homework |
| m14s2-outline_homework_procedure | |||
| m15-cooling_down | m15s1-indicate_end_1 | m15s3-housekeeping_2 | |
| m15s2-looking_ahead_3 | |||
| m16-farewell |
Appendix 2 A Taxonomy of Metadiscourse in Academic English (Ädel, 2010, pp. 83-87)
| Metatext | Metalinguistic Comments
|
|
| Manage topic | Discourse Organisation
|
|
| Manage phorics |
|
|
Speech Act Labels
|
||
| Audience Interaction | References to the Audience
|
Note. Discourse organisation includes a number of discourse functions having to do with topic management:
Introducing Topic: used to open the topic
Delimiting Topic: used to explicitly state how the topic is constrained
Adding to Topic: used to explicitly comment on the addition of a topic or subtopic
Concluding Topic: used to close the topic
Marking Asides: used to open or close a “topic sidetrack” or digression
Discourse organisation also includes a series of discourse functions having to do with phorics management:
Enumerating: used to show how specific parts of the discourse are ordered in relation to each other
Endophoric Marking: used to point to a specific location in the discourse; it refers to cases in which it is not clear or relevant whether what is referred to occurs before or after the current point
Previewing: points forward in the discourse
Reviewing: points backward in the discourse; these are used by the addresser to announce what is to come, or remind the audience what has already taken place, in the discourse.
Finally, Organising Discourse also includes the discourse function contextualising:
Contextualising: used to comment on (the conditions of) the situation of writing or speaking, and thus contains traces of the production of the discourse. In this discourse function, we typically find spelled-out justifications for choices made in planning or organising the discourse.
Appendix 3 An Interpersonal Model of Metadiscourse (Hyland, 2005, p. 49, p. 51)
| Category | Function | Example |
|---|---|---|
| Interactive resources | Help to guide the reader through the text | Resources |
| Transitions | express relations between main clauses | in addition; but; thus; and |
| Frame Markers | refer to discourse acts, sequences or stages | finally; to conclude; my purpose is |
| Endophoric Markers | refer to information in other parts of the text | noted above; see Fig; in section 2 |
| Evidentials | refer to information from other texts | according to x; z states |
| Code Glosses | elaborate propositional meanings | namely; e.g.; such as; in other words |
| Interactional resources | Involve the reader in the text | Resources |
| Hedges | withhold commitment and open dialogue | might; perhaps; possible; about |
| Boosters | emphasise certainty and close dialogue | in fact; definitely; it is clear that |
| Attitude Markers | express writer’s attitude to proposition | unfortunately; I agree; surprisingly |
| Self-Mentions | explicit reference to author(s) | I; we; my; me; our |
| Engagement Markers | explicitly build relationship with readers | consider; note; you can see that |
Note. Frame markers
signal text boundaries or elements of schematic text structure,
provide framing information about elements of the discourse.
Frame markers can be used to
sequence parts of the text or to internally order an argument, often acting as more explicit additive relations (first, then, 1/2, alb, at the same time, next),
label text stages (to summarise, in sum, by way of introduction),
announce discourse goals(I argue here, my purpose is, the paper proposes, I hope to persuade, there are several reasons why),
indicate topic shifts (well, right, OK, now, let us return to).
© 2024 BFSU, FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy
Articles in the same Issue
- Frontmatter
- Metadiscourse in a Disciplinary Context Guest Editors: Erdem Akbaş & Feng (Kevin) Jiang
- Metadiscourse in a Disciplinary Context: An Overview
- Digesting Psychology: Metadiscourse as a Recontextualising Tool in the Digital Communication of Disciplinary Research
- “Here, We Investigate If There Is …”: A Functional Investigation of Self-Mentions in Research Article Abstracts
- One Journal, Different Practices: A Corpus-Based Study of Interactive Metadiscourse in Applied Linguistics
- Framing the Research and Engaging the Reader in Graduate Engineering Students’ Abstracts
- Building Successful Communication in EMI Contexts: A Multimodal Approach to Organizational Metadiscourse in Intercultural Lectures
- The Use of Metadiscourse Markers in the Spoken Discourse of Different EMI Disciplines
- Metadiscourse in MOOC Video Lectures: Comparison with University Lectures and Disciplinary Variation
- Metadiscursive Features in Interdisciplinary Lectures: Implications for EAP Notetaking
- Abstracts
- Chinese Abstracts
Articles in the same Issue
- Frontmatter
- Metadiscourse in a Disciplinary Context Guest Editors: Erdem Akbaş & Feng (Kevin) Jiang
- Metadiscourse in a Disciplinary Context: An Overview
- Digesting Psychology: Metadiscourse as a Recontextualising Tool in the Digital Communication of Disciplinary Research
- “Here, We Investigate If There Is …”: A Functional Investigation of Self-Mentions in Research Article Abstracts
- One Journal, Different Practices: A Corpus-Based Study of Interactive Metadiscourse in Applied Linguistics
- Framing the Research and Engaging the Reader in Graduate Engineering Students’ Abstracts
- Building Successful Communication in EMI Contexts: A Multimodal Approach to Organizational Metadiscourse in Intercultural Lectures
- The Use of Metadiscourse Markers in the Spoken Discourse of Different EMI Disciplines
- Metadiscourse in MOOC Video Lectures: Comparison with University Lectures and Disciplinary Variation
- Metadiscursive Features in Interdisciplinary Lectures: Implications for EAP Notetaking
- Abstracts
- Chinese Abstracts
