Literaturnachweis - Detailanzeige
| Autor/in | Csomay, Eniko |
|---|---|
| Titel | Academic Talk in American University Classrooms: Crossing the Boundaries of Oral-Literate Discourse? |
| Quelle | In: Journal of English for Academic Purposes, 5 (2006) 2, S.117-135 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1475-1585 |
| DOI | 10.1016/j.jeap.2006.02.001 |
| Schlagwörter | Computational Linguistics; Academic Discourse; Classroom Communication; Higher Education; North Americans; English (Second Language); Prose; Oral Language; Discourse Analysis; Comparative Analysis |
| Abstract | "Is academic speech "more like" casual conversation or academic writing?" [Swales, J. (2001). "Metatalk in American academic talk. The cases of 'point' and 'thing'." "Journal of English Language," 29(1), p. 37]. Taking a corpus-based perspective to the analysis, this study compares the language of university classroom talk to academic prose and face-to-face conversation, positioning university classroom talk on the language continuum of speech and writing. More specifically, looking at a large number of linguistic features working together, I describe the language of 196 university class sessions (1.4 million words) collected at six universities across the United States. The analysis is based on Biber's multi-dimensional analytical framework [Biber, D. (1988). "Variation across speech and writing." New York: Cambridge University Press]. Overall, the results indicate that in these classrooms language features associated with both informational focus (as in academic prose) and involved discourse (as in face-to-face conversation) are equally present. Hence, this evidence-based research supports the argument that North American university classrooms exhibit language that can be treated as an interface on an oral-literate continuum. (Contains 2 figures and 6 tables.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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