Studies on metadiscourse (Hyland 2005) have focussed on engagement as interaction. An example of engagement is asking questions (Hyland 2009: 112) and indeed the importance of questioning for content learning has been researched extensively in pedagogical studies as fundamental in coconstructing meaning (Dafouz Milne & Sanchez Garcia 2013: 130). Research in an English Mediated Instruction (EMI) context found that teachers’ usage of questions in the classroom was affected by low levels of language competence and in these cases, strategies such as questioning could easily be underused or even misused, thus affecting the teaching and learning of content (Drljaca Margic & Vodopija-Krstanovic 2018: 32). Our study examines lecturer questioning at an Italian University by triangulating face-to-face surveys of lecturers, student questionnaires, and transcribed lecture recordings. Findings have practical applications for providing targeted coaching for non-native EMI lecturers with regard to appropriate linguistic strategies to encourage interaction, and also have implications for research into linguistic strategies used within EMI.

Interaction in spoken academic discourse in an EMI context: the use of questions / jane helen johnson; mariangela picciuolo. - ELETTRONICO. - (2020), pp. 211-219. (Intervento presentato al convegno Congress UPV 6th International Conference on Higher Education Advances (HEAd’20) tenutosi a Valenza Spagna nel 2-5/6/2020) [10.4995/HEAd20.2020.11018].

Interaction in spoken academic discourse in an EMI context: the use of questions

jane helen johnson
;
mariangela picciuolo
2020

Abstract

Studies on metadiscourse (Hyland 2005) have focussed on engagement as interaction. An example of engagement is asking questions (Hyland 2009: 112) and indeed the importance of questioning for content learning has been researched extensively in pedagogical studies as fundamental in coconstructing meaning (Dafouz Milne & Sanchez Garcia 2013: 130). Research in an English Mediated Instruction (EMI) context found that teachers’ usage of questions in the classroom was affected by low levels of language competence and in these cases, strategies such as questioning could easily be underused or even misused, thus affecting the teaching and learning of content (Drljaca Margic & Vodopija-Krstanovic 2018: 32). Our study examines lecturer questioning at an Italian University by triangulating face-to-face surveys of lecturers, student questionnaires, and transcribed lecture recordings. Findings have practical applications for providing targeted coaching for non-native EMI lecturers with regard to appropriate linguistic strategies to encourage interaction, and also have implications for research into linguistic strategies used within EMI.
2020
Congress UPV 6th International Conference on Higher Education Advances (HEAd’20)
211
219
Interaction in spoken academic discourse in an EMI context: the use of questions / jane helen johnson; mariangela picciuolo. - ELETTRONICO. - (2020), pp. 211-219. (Intervento presentato al convegno Congress UPV 6th International Conference on Higher Education Advances (HEAd’20) tenutosi a Valenza Spagna nel 2-5/6/2020) [10.4995/HEAd20.2020.11018].
jane helen johnson; mariangela picciuolo
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/761957
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