Lecturers' and Students' Perceptions of the Use of Modifiers

Autor/inn/en	Lin, Chia-Yen; Lau, Ken; Cousineau, Jacob
Titel	Lecturers' and Students' Perceptions of the Use of Modifiers
Quelle	In: ELT Journal, 72 (2018) 1, S.62-72 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccx021
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Contrastive Linguistics; Foreign Countries; Form Classes (Languages); Questionnaires; Computational Linguistics; Comparative Analysis; Language Teachers; College Faculty; College Students; Student Attitudes; Language of Instruction; Metalinguistics; Consciousness Raising; Academic Discourse; Teaching Methods; Statistical Analysis; Semi Structured Interviews; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistics; Kontrastive Linguistik; Ausland; Analytischer Sprachbau; Fragebogen; Computerlinguistik; Language teacher; Sprachunterricht; Fakultät; Collegestudent; Schülerverhalten; Teaching language; Unterrichtssprache; Metalanguage; Metasprache; Bewusstseinsbildung; Discourse; Diskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse
Abstract	The textual and interpersonal functions of modifiers are extensively discussed in the literature. However, how these linguistic devices can be strategically used to assist lecture comprehension has been under-investigated, particularly in EFL/ESL contexts. Drawing on corpus analyses, interviews, and questionnaires, this study compares Taiwanese lecturers' use of modifiers and their explanations of this use with their students' perceptions of the modifiers' functions in English-medium lectures at a Taiwanese university. Considerable differences in perceptions (for example highlighting information versus signalling unexpectedness) between the two groups are revealed. The disparity suggests that effort needs to be made to raise the awareness of both teachers and students with respect to the multiple yet overlapping functions of modifiers. A number of pedagogical tasks are thus proposed for incorporation into EAP courses including consciousness-raising activities, substitution exercises, and contrastive analyses, in order to highlight the value of these modifiers in facilitating academic listening. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01