Awareness of discourse organizers and comprehension of academic lectures: The effect of using concordancers

Zare, Javad

doi:10.1007/s12144-019-00579-1

Cited by 10 publications

(8 citation statements)

References 33 publications

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“…The findings reveal that Chinese scholars in the fields of science and engineering, as well as humanities and social sciences, use these markers significantly less frequently compared to English native speakers. This discrepancy may be influenced by factors such as language background, disciplinary culture, and academic communication conventions ( Shaw et al, 2010 ; Zare, 2020 , 2023 ). To enhance the quality of lectures and ensure accurate delivery of content, Chinese scholars should focus on increasing their use of these markers, thereby improving the understandability and academic nature of their lectures.…”

Section: Analysis and Discussionmentioning

confidence: 99%

“…Lesser relevance markers, which constitute a substantial subgroup of discourse markers ( Caffi, 1999 ; Deroey K. and Taverniers, 2012 ; Deroey, 2015 ), perform a crucial role in language by explicitly indicating the subordinate or secondary relevance of expressed content. These markers, classified as metadiscourse, fulfill various pragmatic functions, including conveying the speaker’s intent, expressing emotions and attitudes, and emphasizing the secondary nature of specific information ( Zare, 2020 , 2023 ; Zare et al, 2022 ). At the discourse level, they enhance the speaker’s oral expression and promote audience comprehension ( Deroey, 2011 , 2015 ).…”

Section: Introductionmentioning

confidence: 99%

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Lesser relevance markers in Chinese academic spoken English corpus: a cross-disciplinary study on pragmatic features

Yu,

Zeng

2023

Front. Psychol.

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This study explores the usage characteristics and pragmatic functions of lesser relevance markers in academic spoken English lectures presented by Chinese scholars. A qualitative and quantitative approach is employed using the Chinese Academic Spoken English Corpus (CASEC), which encompasses disciplines in science, engineering, humanities, and social sciences. The findings reveal that Chinese scholars use lesser relevance markers less frequently compared to native English speakers. These differences in usage highlight the influence of language background, disciplinary culture, and communication conventions on the realization of informing evaluation, topic handling, and interactivity. Furthermore, within the Chinese scholars’ group, humanities and social sciences scholars tend to use lesser relevance markers more frequently than science and engineering scholars. This research enhances our understanding of the multifaceted pragmatic roles of lesser relevance markers and offers insights into cross-cultural academic communication and English teaching.

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Section: Analysis and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Lesser relevance markers in Chinese academic spoken English corpus: a cross-disciplinary study on pragmatic features

Yu,

Zeng

2023

Front. Psychol.

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“…Altogether, the results highlight the female students' inclination toward teacher-centered classes, and their dependence on the teacher as the sole provider of information. Given the effectiveness of DDL though concordancing in improving the students' comprehension of English academic lectures (e.g., Zare, 2020;Zare et al, 2021), it is important to raise the students' awareness of the advantages of DDL and concordancing and encourage them to use it in learning certain aspects of the English language.…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, an English academic lecture comprehension test, piloted for the study with a reliability coefficient of 0.80, was used to measure the students' level of English academic lecture comprehension and ensure that the students have the same level of English academic lecture comprehension. The test had been developed by Zare (2020). It took 60 min to finish, comprising of 10 fourchoice questions each asking about the important points of a short English academic lecture.…”

Section: Instrumentsmentioning

confidence: 99%

Classroom Concordancing and Second Language Motivational Self-System: A Data-Driven Learning Approach

Zare

Karimpour

2022

Front. Psychol.

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Research shows that exploring language corpora through data-driven learning (DDL) plays a significant role in language learning. Nevertheless, it is not clear if using concordancing as an application of DDL affects the learners’ second language motivation. To address this gap, the current study adopted a triangulation design, validating quantitative data model, and a quasi-experimental (comparison group, pretest-posttest) design. Ninety English-major university students with an intermediate level of English language proficiency, divided into control and experimental groups, took part in the study. Drawing on a second language motivational self-system questionnaire, the findings of the study did not result in any statistically significant differences between the students in their second language motivational self-system. Altogether, the students found learning English through a DDL approach with concordancing less motivating than receiving explicit instruction. The study has implications for language teaching and learning.

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“…Bu açıdan değerlendirildiğinde sözlü akademik söylemde kullanılan üstsöylemsel unsurlara yönelik farkındalık geliştirilmesinin öğrenicileri söz konusu ipuçlarını yakalamaya hazırlamak için kullanılabilecek bir yol olabileceği sonucuna varılmaktadır. Üstsöylem farkındalığının dinlediğini anlamaya olumlu etkisi, çeşitli araştırmalarla da ortaya konmuştur (Heshemi, Khodabakhshzade ve Shirvan, 2012;Namnik, 2016;Zare, 2020;Zhang, 2012).…”

Section: Introductionunclassified

İki̇nci̇/Yabanci Di̇l Olarak Türkçe Öğreti̇mi̇ Bağlaminda Üstsöylem Ve Akademi̇k Di̇nleme İli̇şki̇si̇

DEMİREL AYDEMİR,

GENÇ

2023

Hacettepe Üniversitesi Türkiyat Araştırmaları Dergisi (HÜTAD)

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Türkiye’deki öğretim dili Türkçe olan programlarda yüksek öğrenim görmek üzere gelip bölümlerine başlayan uluslararası öğrencilerin bölümlerinde ve diğer akademik ortamlarda karşılaştıkları akademik görevleri gerçekleştirme konusunda yaşadığı güçlükler ve bu konudaki ihtiyaçları gözetilerek üniversitelerde uluslararası öğrenciler için akademik Türkçe dersleri başlatılmıştır. Bu derslerin öğrencilerin söz konusu bağlamlarda etkin rol alabilmeleri için akademik ortamların uzlaşımları ve akademik söylemin özellikleriyle birlikte alımlayıcı ve üretici dil becerilerini geliştirmeye odaklanması beklenmektedir. Ancak günümüzde yaygın olarak okutulan akademik Türkçe ders kitaplarında akademik dinleme becerisinin bu bağlamda akademik okuma ve yazmaya göre daha az üzerinde durulan ve çoğunlukla yalnızca anlamaya yönelik sorularla çalıştırılan bir beceri olduğu görülmektedir. Halbuki ihtiyaç analizi çalışmaları ve öğrencilerin karşılaştığı güçlükleri araştıran çalışmalar, dinleme becerisinin öneminin altını çizmektedir. Bu çalışmada uygulamalı dilbilimin ikinci/yabancı dil öğretimindeki sorunlara çözüm önerileri getirme amacı olduğu fikrinden de yola çıkılarak dilbilimsel bir olgu olan üstsöylemin akademik dinleme öğretimi bağlamında işlevselliğine dikkat çekmek ve ilgili literatürü sunmak amaçlanmıştır çünkü ikinci/yabancı dil olarak Türkçe öğretiminde akademik dinlemeye odaklanan çok az sayıdaki çalışmada akademik dinlemede üstsöylemin işlevselliğine odaklanan bir çalışmaya rastlanmamıştır. Bu doğrultuda ikinci/yabancı dil olarak Türkçe öğretimi bağlamında akademik dinleme konusu üzerinde durulmuş; üstsöylem olgusu, ayrıntılarıyla açıklanmış ve ikisinin ilişkisini ortaya koyan çalışmaların bulguları bir araya getirilip sunulmuştur.

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Awareness of discourse organizers and comprehension of academic lectures: The effect of using concordancers

Cited by 10 publications

References 33 publications

Lesser relevance markers in Chinese academic spoken English corpus: a cross-disciplinary study on pragmatic features

Lesser relevance markers in Chinese academic spoken English corpus: a cross-disciplinary study on pragmatic features

Classroom Concordancing and Second Language Motivational Self-System: A Data-Driven Learning Approach

İki̇nci̇/Yabanci Di̇l Olarak Türkçe Öğreti̇mi̇ Bağlaminda Üstsöylem Ve Akademi̇k Di̇nleme İli̇şki̇si̇

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