dc.contributor.author | Doiz Bienzobas, Aintzane | |
dc.contributor.author | Lasagabaster Herrarte, David | |
dc.date.accessioned | 2024-05-28T15:46:35Z | |
dc.date.available | 2024-05-28T15:46:35Z | |
dc.date.issued | 2022-04 | |
dc.identifier.citation | System 105 : (2022) // Article ID 102730 | es_ES |
dc.identifier.issn | 0346-251X | |
dc.identifier.issn | 1879-3282 | |
dc.identifier.uri | http://hdl.handle.net/10810/68234 | |
dc.description.abstract | Metadiscourse plays a key role in teachers’ attempts to ease and maximize knowledge transmission. This role is particularly important in the context of English-medium instruction (EMI), where teachers face the challenge of transmitting knowledge to students via a foreign language in an accessible way and students tend to find their lectures difficult to understand.
The present study addresses the use of spoken interactive metadiscourse markers by EMI non-native teachers from an English as a lingua franca perspective (ELF), an innovative approach in contrast to previous studies that tended to include native English as the reference language and model. The study compares Chinese and Spanish lecturers, and aims to analyze how teachers organize and construct knowledge through interactive metadiscourse in their classes so that it becomes accessible for their students. Four history teachers at a Spanish university were videorecorded and their use of interactive metadiscourse resources compared following the same procedure used by Zhang and Lo (2021) in the Chinese context. Our study revealed that the teachers followed a similar general trend in the use of metadiscourse patterns regardless of the context. However, noticeable differences in the specific linguistic realizations were also attested depending on the teachers’ L1. | es_ES |
dc.description.sponsorship | This work was supported by the Spanish Ministry of Science and Innovation [grant number PID 2020-117882 GB-I00]; and the Department of Education, University and Research of the Basque Government [grant number IT904-16]. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Elsevier | es_ES |
dc.relation | info:eu-repo/grantAgreement/MICINN/PID 2020-117882 GB-I00 | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/es/ | * |
dc.subject | English-medium instruction | es_ES |
dc.subject | teachers | es_ES |
dc.subject | metadiscourse | es_ES |
dc.subject | metadiscourse patterns | es_ES |
dc.subject | oral speech | es_ES |
dc.subject | transition marker | es_ES |
dc.subject | frame marker | es_ES |
dc.subject | reminder | es_ES |
dc.subject | code gloss | es_ES |
dc.title | Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | © 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/). | es_ES |
dc.rights.holder | Atribución-NoComercial-SinDerivadas 3.0 España | * |
dc.relation.publisherversion | https://www.sciencedirect.com/science/article/pii/S0346251X22000112 | es_ES |
dc.identifier.doi | 10.1016/j.system.2022.102730 | |
dc.departamentoes | Filología Inglesa y Alemana y Traducción e Interpretación | es_ES |
dc.departamentoeu | Ingeles eta Aleman Filologia eta Itzulpengintza eta Interpretazioa | es_ES |