Organizational metadiscourse across lecturing styles in Humanities lectures: uses and distribution

• Autores: Edgar Bernad-Mechó
• Localización: Sintagma: Revista de lingüística, ISSN 0214-9141, Vol. 36, 2024, págs. 55-70
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen
  • català

    Aquest article explora com es realitza el metadiscurs organitzatiu en les classes universitàries i compara el seu ús a través dels estils d’ensenyament (Dudley-Evans, 1994). Per oferir una descripció detallada de l’ús del metadiscurs organitzatiu i la seva distribució, es van seleccionar i analitzar 152 classes universitàries pertanyents a 6 cursos complets d’Humanitats de l’OpenCourseWare de la Universitat de Yale. Per comparar el metadiscurs en els estils d’ensenyament, dos dels cursos van ser impartits per professorat amb estil conversacional, dos amb estil retòric i dos amb estil de lectura, i el metadiscurs es va analitzar seguint la taxonomia d’Ädel (2010). Els resultats mostren un predomini de metadiscurs introductori, revisor i de presentació del tema amb similituds en cada parell de cursos. També s’hi identifica una distribució comuna al començament i al final dels cursos, així com en les introduccions i els segments d’estructuració dins de les classes.

  • English

    The present paper explores how organizational metadiscourse is realized in lectures and compares its use across lecturing styles (Dudley-Evans, 1994). With the aim of offering a thorough description of the use of organizational metadiscourse in lectures and its distribution, 152 lectures belonging to 6 full courses in Humanities were selected from Yale University’s OpenCourseWare to be analyzed. To compare lecturing styles, two of the courses were taught by conversational style lecturers, two by rhetorical style lecturers, and two by reading style lecturers. All instances of organizational metadiscourse were manually identified and analyzed following Ädel’s (2010) taxonomy. The results show a predominance of previewers, reviewers and introducing topic metadiscourse with similarities in each pair of lectures. The results also show a common distribution of organizational metadiscourse across lecturing styles at the beginning and end of courses, and in the introductions and structuring segments within the lectures.

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