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Engaged listenership in spoken academic discourse: the case of student-tutor meetings

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journal contribution
posted on 2015-08-12, 10:56 authored by Fion FarrFion Farr
This article uses a corpus of spoken English from an Irish university setting to examine how engaged listenership is signaled in meetings between tutors and graduate students. The various linguistic devices employed by both parties for this purpose are quantified and functionally analysed. The three strategies examined include minimal response tokens, for example, mm hm, mm, yeah, non-minimal response tokens e.g. really, right, fine, good, and simultaneous speech and interruptions. These items are found to differ quantitatively and functionally and are shown to be highly relevant for the effective functioning of students in such a spoken EAP context. Pedagogic implications are presented.

History

Publication

Journal of English for Academic Purposes;2 (1), pp 67-85

Publisher

Elsevier

Note

peer-reviewed

Rights

This is the author’s version of a work that was accepted for publication in Journal of English for Academic Purposes. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of English for Academic Purposes, 2 (1), pp 67-85, doi:10.1016/S1475-1585(02)00035-8

Language

English

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