Foreign Affairs Panelists' Construction of a Scholarly Identity

Autor/in	Leopold, Lisa
Titel	Foreign Affairs Panelists' Construction of a Scholarly Identity
Quelle	In: CATESOL Journal, 32 (2021) 1, S.1-44 (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	International Relations; Professional Identity; Credibility; Public Speaking; Discourse Analysis; Syntax; Vocabulary; Language Usage; Language Variation; Speech Communication; Communities of Practice; English for Academic Purposes; Graduate Students; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Students; Public Policy; Expertise; Social Status; Reputation; Computational Linguistics; Role Playing; Linguistic Input; Teaching Methods; Communication Strategies; District of Columbia + Suchen Sie Ihr Suchwort? Internationale Beziehungen; Glaubwürdigkeit; Vortrag; Diskursanalyse; Wortschatz; Sprachgebrauch; Sprachenvielfalt; Community; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Öffentliche Ordnung; Expert appraisal; Sozialer Status; Linguistics; Computerlinguistik; Rollenspiel; Sprachbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Kommunikationsstrategie
Abstract	The purpose of this study is to shed light on the ways in which experts in foreign affairs project their scholarly identities on panel presentations. While previous research has focused on the ways in which researchers in various disciplines assert their scholarly identities in written discourse and in conference presentations, no study has focused on how experts in foreign affairs build credibility when speaking on panel presentations. From a qualitative analysis of 30 panel presentations held at the Brookings Institution, the findings reveal the extensive array of rhetorical strategies panelists in foreign affairs use which appear to build credibility. The study also draws attention to the syntactic, lexical, and register choices the panelists make. Based on these findings, the study offers pedagogical recommendations to help learners make the identity shift from a student to a scholar and become competent members of their discourse communities. (As Provided).
Anmerkungen	CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01