Sinopsi
Detalles
This volume, the third of the English in the World series, raises the long standing debate between the globalization of English in today’s research world and those local English language idiosyncrasies and behavior within particular academic communities. The contributions compiled in this edition thus explore a ‘local adaptation’ of language in a small –but none the less representative– university setting, the University of Michigan. Using multidisciplinary standpoints such as critical discourse analysis, pragmatics, translation, genre theory, functional systemic theory, applied linguistics, language acquisition and language learning pedagogy, the volume intends to shed light on how English language behaves in this particular microcosm and how meanings are constructed by and among the members of the academe. The volume bridges the gap between language research and language teaching/learning and is of direct interest to both linguists, language instructors and translators of English for Academic Purposes.
Les contribucions que recull aquest volum descriuen, des de perspectives multidisciplinars, la utilització de l'anglès com a fenomen global/local en contextos acadèmics. En particular, el volum pren com a referent l'ús de l'idioma en un petit "microcosmos" universitari i interpreta des de diferents punts de vista teòrics la construcció d'identitats socials i la negociació de significats entre els membres d'aquesta comunitat acadèmica.
Índex
Índex
CONTENTS
Notes on Contributors
Preface
Editors’ introduction
PART I
THE SOCIAL DIMENSION OF A LINGUISTIC MICROCOSM
1 The complex dynamics of faculty-student relations in dialogic academic speech events: the research group meeting
Claus-Peter Neumann
2 The gender of power relations in academic speech: a crossdisciplinary approach
Mª Teresa Escudero Alías
3 Signaling speaker’s intentions: towards a phraseology of textual metadiscourse in academic lecturing
Carmen Pérez-Llantada Auría
PART II
THE SCOPE OF PRAGMATICS WITHIN A LINGUISTIC MICROCOSM
4 Academic literacy vs academic oracy: signaling nouns as devices of intratranslation
Rosa Lorés Sanz
5 Developing the message: retake phenomena in scientific lectures
Silvia Murillo Ornat
6 A corpus-based approach to nominalization in academic lectures
Ignacio Vázquez Orta
7 The use of ideational grammatical metaphor in academic spoken English
Ignacio Guillén Galve
PART III
PEDAGOGICAL INSIGHTS OF A «GLOCALIZATION» PHENOMENON
8 Vagueness and imprecise numbers in the hard disciplines the MICASE
Ramón Plo Alastrué
9 «I think I know what you are saying». Epistemic lexical verbs as stance markers in American academic speech
Rosario Artiga León
10 «What we mean is actually how we mean». A contribution the analysis of sociopragmatic aspects of MICASE discussion sections
Irene Aixalá Gil
11 How to arrange MICASE-based pedagogical materials for the teaching/learning of EAP vocabulary
Luz Gabás Ariño
Acknowledgements
