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

Deroey, Katrien

doi:10.1016/j.jeap.2011.10.002

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


	Document type :	Scientific journals : Article
	Discipline(s) :	Arts & humanities : Languages & linguistics
	To cite this reference:	http://hdl.handle.net/10993/17327

Title :	What they highlight is ...: The discourse functions of basic wh-clefts in lectures.
Language :	English
Author, co-author :	Deroey, Katrien [University of Luxembourg > Central Administration > > ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) > Institute for Research on Multilingualism]
Publication date :	2012
Journal title :	Journal of English for Academic Purposes
Publisher :	Pergamon Press - An Imprint of Elsevier Science
Volume :	11
Issue/season :	2
Pages :	112-124
Peer reviewed :	Yes (verified by ORBi^lu)
Audience :	International
ISSN :	1475-1585
Keywords :	[en] Lecture discourse ; Corpus linguistics ; Basic wh-clefts ; Discourse functions ; Highlighting
Abstract :	[en] This paper reports findings from a study on the discourse functions of basic wh-clefts such as what our brains do is complicated information processing in 160 lectures drawn from the British Academic Spoken English (BASE) corpus. Like much linguistic research on this academic genre, the investigation is motivated by the need to gain a better understanding of language use in lectures to aid effective English for Academic Purposes (EAP) course design. To this end, the composition of the wh-clauses was analysed for its main constituents (subjects, verb phrases and modality) and the clefts were grouped according to their apparent main function and subfunction within the lecture discourse. The results show that basic wh-clefts mostly serve to highlight aspects of content information and there was also disciplinary variation in their use. Implications for EAP course design are discussed.
Permalink :	http://hdl.handle.net/10993/17327
DOI :	10.1016/j.jeap.2011.10.002

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