Importance marking: Giving reference to the highlighted discourse in academic lectures

• Javad Zare ^[1] ; Abbas Eslami-Rasekh ^[1] ; Azizollah Dabaghi ^[1]
  1. [1] University of Isfahan

     University of Isfahan

     Irán

     
• Localización: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN-e 2340-2784, ISSN 1139-7241, Nº. 33, 2017, págs. 213-234
• Idioma: inglés
• Títulos paralelos:
  • Los marcadores de importancia: La referencia al discurso señalados en las clases magistrales
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este artículo es un intento de explorar cómo determinados aspectos importantes se destacan en las clases magistrales. Más concretamente, este artículo buscaba crear una taxonomía de marcadores de importancia basados en (a) las funciones discursivas de los marcadores de importancia, (b) la posición relativa del marcador de importancia en el discurso señalado. Un método mixto y un análisis de corpus (corpus-driven) se utilizaron para extraer los marcadores de importancia de 60 clases magistrales recogidas en el corpus SOKHAN. En cuanto a las funciones discursiva, se demostró que para destacar la importancia se utilizan cinco tipos de funciones, i.e. la organización del discurso, la involucración de la audiencia, la importancia de la asignatura, el tratamiento del tema y la relación con el examen. Entre estos, se demostró que la involucración de la audiencia es la función discursiva más frecuentemente usada. Además, por lo que se refiere a la posición del discurso destacado se utilizan ocho estructuras para destacar la importancia de forma catafórica. Los marcadores discursivos catafóricos son considerablemente más prevalentes que los marcadores discursivos anafóricos. En general, nuestros resultados sugieren que los profesores tienen una mayor inclinación hacia la interpersonalidad en el ámbito académico en persa. Este artículo concluye con las implicaciones pedagógicas del estudio

  • English

    This study was an attempt to explore how important points are highlighted in Persian academic lectures. More specifically, this paper was aimed to reach a taxonomy of importance markers based on (a) the discourse functions of importance markers, and (b) the relative position of the importance marker to the highlighted discourse. A mixed-methods (exploratory) approach and a corpus-driven method were used to extract importance markers from 60 lectures of the Persian SOKHAN corpus. In terms of discourse functions, importance marking was found to be done by a set of five discourse functions, i.e. discourse organization, audience engagement, subject status, topic treatment, and relating to exam. Among these, audience engagement was the first most frequently used discourse function. Additionally, in terms of the position of the highlighted discourse, eight patterns were found for anaphoric importance marking. Ten patterns were also found for cataphoric importance marking. Moreover, cataphoric importance markers were considerably more prevalent than anaphoric importance markers. Generally, the findings suggested that lecturers are more inclined to function interpersonally in Persian academic contexts. The paper ends with pedagogical implications

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