'I Am Just Saying Maybe …': Engagement in Dissertation Defenses

Autor/inn/en	Lau, Ken; Lin, Chia-Yen; Odle, Eric
Titel	'I Am Just Saying Maybe …': Engagement in Dissertation Defenses
Quelle	In: Language and Education, 35 (2020) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1828450
Schlagwörter	Knowledge Economy; Computational Linguistics; English (Second Language); Second Language Learning; Graduate Students; Masters Theses; Evaluators; College Faculty; Discourse Analysis; Foreign Countries; Linguistic Theory; Interpersonal Communication; Language Usage; Comparative Analysis; Taiwan + Suchen Sie Ihr Suchwort? Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Linguistics; Computerlinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Diskursanalyse; Ausland; Linguistische Theorie; Interpersonale Kommunikation; Sprachgebrauch
Abstract	The orientation toward a knowledge-based economy has led to the increasing need to pursue advanced degrees to further improve one's competitiveness in society. Research on postgraduate programs has thus sparked interest from multiple perspectives, among which, generated written artifacts such as dissertations have become the center of attention. However, dissertation defenses (DDs), i.e., the oral output, seem to have not been given due attention from applied linguists, a research gap this paper intends to address. Based on a corpus of five Masters-level DDs collected in an English as a lingua franca context, this study explores the interactions between the DD participants, namely, the students, advisors, and examiners, through the investigation of their use of "Engagement" resources under the Appraisal theory. It was found that DDs are embedded with face-threatening acts, in which the participants employ a combination of "Engagement" resources to strategically reify their identities/roles and establish rapport with others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01