Marking Importance in Lectures: Interactive and Textual Orientation

Deroey, Katrien

doi:10.1093/applin/amt029

Cited by 28 publications

(15 citation statements)

References 27 publications

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“…By using Low Key the speaker indicates that these elements are redundant, they can be removed from the text without affecting its meaning. In fact, questions of this type perform the function of discourse markers, typical of the lecture genre and "interactively oriented towards the listener" (Deroey, 2015).…”

Section: | → What Ismentioning

confidence: 99%

Dialogue Strategies In English Lectures And Their Prosodic Realisation

Freydina¹,

Abramova²

2020

European Proceedings of Social and Behavioural Sciences

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Section: | → What Ismentioning

confidence: 99%

Dialogue Strategies In English Lectures And Their Prosodic Realisation

Freydina¹,

Abramova²

2020

European Proceedings of Social and Behavioural Sciences

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“…The findings of the study are useful for test designers to better understand the underlying construct of LSC tasks and the challenges that English language learners face in comprehending academic lectures under examination conditions. We argue that successful comprehension of academic lectures requires identification of important points (see also Deroey, 2015;Flowerdew, 1994;Jung, 2003;Lynch, 2004;Tyler, 1992) and that assessment of test-takers' comprehension of important points should form an essential part of any academic listening comprehension test.…”

Section: Different Performancesmentioning

confidence: 99%

Test-Takers’ Cognitive Processes during a Listen-To-Summarize Cloze Task

Wang

2018

International Journal of Listening

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Listen-to-summarize cloze (LSC) tasks are not rare in high-stakes language tests; however, we know little about what test-takers do during the tasks. In our study, we examined sixteen students' think-aloud protocols (TAPs) which were recorded while they were completing two LSC tasks. The analysis of the sixteen TAPs indicated iterative cognitive processes of LSC task completion. Simultaneously, the different gap types in the LSC tasks required different levels of cognitive process. We also discussed the possible cognitive depth to which LSC tasks can target and the challenges in designing appropriate gap types to assess different levels of cognitive processes.

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“…The investigation revealed a large variety of importance markers, the most common of which differ from those which usually appear in EAP materials. The markers were classified according to their orientation to either the participants or the content ('interactive orientation', Table 1) and their position relative to the highlighted point (Deroey 2013). Most are either content-or listener-oriented, and signal important points prospectively.…”

Section: Corpus Analysismentioning

confidence: 99%