References of "Taverniers, Miriam"
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See detail‘Just remember this’: Lexicogrammatical relevance markers in lectures.
Deroey, Katrien UL; Taverniers, Miriam

in English for Specific Purposes (2012), 31(4), 221-233

This 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 ... [more ▼]

This 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. [less ▲]

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See detail‘Ignore that ‘cause it’s totally irrelevant’: Marking lesser relevance in lectures.
Deroey, Katrien UL; Taverniers, Miriam

in Journal of Pragmatics (2012), 44(14), 2085-2099

This paper explores the lexicogrammatical marking of less relevant or less important points in lecture discourse. The attested markers of lesser relevance derive from a close reading of 40 lectures from ... [more ▼]

This paper explores the lexicogrammatical marking of less relevant or less important points in lecture discourse. The attested markers of lesser relevance derive from a close reading of 40 lectures from the British Academic Spoken English (BASE) corpus and their use is documented with evidence from the whole BASE corpus of 160 lectures. Five basic types of markers were found, viz. markers of message status (e.g. irrelevant), topic treatment (e.g. briefly), lecturer knowledge (e.g. not remember), assessment (e.g. not learn), and attention and note-taking (e.g. ignore, not write down). Most markers denote partial relevance rather than irrelevance and require interpretation using contextual information. Some markers also have interpersonal functions. Our findings provide valuable input for English for Academic Purposes (EAP) courses aimed at improving lecture delivery, note-taking and comprehension, for subject lecturer training and for educational research. Since the study also addresses a gap in the literature on relevance marking, the results should also interest analysts of academic discourse specifically and spoken discourse generally. [less ▲]

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See detailA corpus-based study of lecture functions
Deroey, Katrien UL; Taverniers, Miriam

in Moderna Språk (2011), 105(2), 122

Despite the importance of lectures in higher education, relatively little is known about lecture discourse. To contribute to our understanding of this genre, this paper presents a comprehensive overview ... [more ▼]

Despite the importance of lectures in higher education, relatively little is known about lecture discourse. To contribute to our understanding of this genre, this paper presents a comprehensive overview of lecture functions, i.e. what lecturers use language for. The functional overview is based on a qualitative analysis of lectures from the British Academic Spoken English Corpus and findings from existing research. Six main functions were identified: informing, elaborating, evaluating, organizing discourse, interacting and managing the class. This functional analysis of the lecture genre should be of interest to both genre analysts in the field of academic discourse and English for Academic Purposes practitioners. [less ▲]

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