What they highlight is…: The discourse functions of basic wh-clefts in lectures

Deroey, Katrien

doi:10.1016/j.jeap.2011.10.002

Cited by 42 publications

(16 citation statements)

References 32 publications

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“…Although basic wh-clefts are common in the BASE corpus and serve an important highlighting function (Deroey, 2012), instances with relevance adjectives in the wh-clause are rare.…”

Section: What V-link Adj V-link N/clausementioning

confidence: 99%

Just remember this: Lexicogrammatical relevance markers in lectures

Deroey

Taverniers

2012

English for Specific Purposes

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Just remember this: Lexicogrammatical relevance markers in lecturesThis paper presents a comprehensive overview of lexicogrammatical devices which highlight important or relevant points in lectures. Despite the established usefulness of discourse organizational cues for lecture comprehension and note-taking, very little is known about the marking of relevance in this genre. The current overview of lexicogrammatical relevance markers combines a qualitative and quantitative investigation of 160 lectures from the British Academic Spoken English (BASE) corpus. These markers could mostly be classified according to their main element into adjective, noun, verb and adverb patterns. Verb patterns were the most common, followed by noun patterns. The verb pattern V clause (e.g. remember slavery had already been legally abolished) and the noun pattern MN v-link (e.g. the point is) are the predominant types of relevance markers. The discrepancy between the prevalent markers and what may be thought of as prototypical or included in EAP textbooks as relevance markers also demonstrates the need for corpus linguistic research. Implications for EAP course design, teaching English for lecturing purposes, and educational research are discussed.

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“…Although basic wh-clefts are common in the BASE corpus and serve an important highlighting function (Deroey, 2012), instances with relevance adjectives in the wh-clause are rare.…”

Section: What V-link Adj V-link N/clausementioning

confidence: 99%

Just remember this: Lexicogrammatical relevance markers in lectures

Deroey

Taverniers

2012

English for Specific Purposes

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“…For instance, a popular freshman composition book, They say/I say: The Moves that Matter in Academic Writing (Graff, Birkenstein, & Durst, 2012), describes a template for writing which is focused on the use of multi-clause constructions to organize writing. Further, Deroey (2012) has called for more EAP instruction of a particular subtype of this clause, the wh-cleft (such as, what he says is…), because of its frequent use in academic lectures.…”

Section: Introductionmentioning

confidence: 99%

Shifting structural complexity: The production of clause types in speeches given by English for academic purposes students

Vercellotti

Packer

2016

Journal of English for Academic Purposes

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“…Moreover, research on language used in textbooks is starting to show that even among the different disciplines, grammar structures (Deroey 2012) and individual academic vocabulary words are used in different ways (Hyland & Tse 2007). In light of this research and our own professional observations of language in ESL and general education textbooks, we decided to use authentic textbook chapters from the sciences, humanities and social sciences to give our students a more representative sample of academic English.…”

Section: Textbook Language: Esl Vs General Educationmentioning

confidence: 99%

Creating and Using an Anthology for English for Academic Purposes

Berardo¹,

Herrod²

2018

ILI

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We created an anthology for English for academic purposes (EAP), which includes a collection of chapters from different textbooks typically used in the sciences, humanities, and social sciences. We chose textbook chapters because our high-intermediate reading/writing students, mostly undergraduate students, will be exposed to textbooks in all of their freshman and sophomore courses. Some of these students are already taking two or more freshman-sophomore level courses. We chose disciplines from the sciences, humanities, and social sciences because our undergraduate students must fulfill KU Core requirements, which include courses in these fields. The content in the textbook chapters, however, is not the point of the anthology. The point of the anthology is to illustrate academic English in different disciplinary contexts. We use the anthology to teach students how academic concepts get expressed in English and to help students work with entire textbook chapters.

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What they highlight is…: The discourse functions of basic wh-clefts in lectures

Cited by 42 publications

References 32 publications

Just remember this: Lexicogrammatical relevance markers in lectures

Just remember this: Lexicogrammatical relevance markers in lectures

Shifting structural complexity: The production of clause types in speeches given by English for academic purposes students

Creating and Using an Anthology for English for Academic Purposes

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