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Lecturers’ and students’ perceptions of the use of modifiers

Lecturers’ and students’ perceptions of the use of modifiers

 Lin, Chia-Yen.
 2018.
 p. 62–72. English
ModifiersQuestionnaireTeaching and learningAnalysesInterviews
Tác giả CN Lin, Chia-Yen.
Nhan đề Lecturers’ and students’ perceptions of the use of modifiers
Thông tin xuất bản 2018.
Mô tả vật lý p. 62–72.
Tóm tắt The textual and interpersonal functions of modifiers are extensively discussed in the literature. However, how these linguistic devices can be strategically used to assist lecture comprehension has been under-investigated, particularly in EFL/ESL contexts. Drawing on corpus analyses, interviews, and questionnaires, this study compares Taiwanese lecturers’ use of modifiers and their explanations of this use with their students’ perceptions of the modifiers’ functions in English-medium lectures at a Taiwanese university. Considerable differences in perceptions (for example highlighting information versus signalling unexpectedness) between the two groups are revealed. The disparity suggests that effort needs to be made to raise the awareness of both teachers and students with respect to the multiple yet overlapping functions of modifiers. A number of pedagogical tasks are thus proposed for incorporation into EAP courses including consciousness-raising activities, substitution exercises, and contrastive analyses, in order to highlight the value of these modifiers in facilitating academic listening.
Thuật ngữ chủ đề Modifiers
Từ khóa tự do Questionnaire
Từ khóa tự do Teaching and learning
Từ khóa tự do Modifiers
Từ khóa tự do Analyses
Từ khóa tự do Interviews
Tác giả(bs) CN Cousineau, Jacob
Tác giả(bs) CN Lau, Ken
Nguồn trích ELT Journal, Volume 72, Issue 1, (16 January 2018)- 72/1
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a The textual and interpersonal functions of modifiers are extensively discussed in the literature. However, how these linguistic devices can be strategically used to assist lecture comprehension has been under-investigated, particularly in EFL/ESL contexts. Drawing on corpus analyses, interviews, and questionnaires, this study compares Taiwanese lecturers’ use of modifiers and their explanations of this use with their students’ perceptions of the modifiers’ functions in English-medium lectures at a Taiwanese university. Considerable differences in perceptions (for example highlighting information versus signalling unexpectedness) between the two groups are revealed. The disparity suggests that effort needs to be made to raise the awareness of both teachers and students with respect to the multiple yet overlapping functions of modifiers. A number of pedagogical tasks are thus proposed for incorporation into EAP courses including consciousness-raising activities, substitution exercises, and contrastive analyses, in order to highlight the value of these modifiers in facilitating academic listening.
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653[ ] |a Questionnaire
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653[ ] |a Analyses
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700[ ] |a Lau, Ken
773[0 ] |t ELT Journal, Volume 72, Issue 1, (16 January 2018) |g 72/1
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