File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: The use of modifiers in English-medium lectures by native speakers of Mandarin Chinese: A study of student perceptions

TitleThe use of modifiers in English-medium lectures by native speakers of Mandarin Chinese: A study of student perceptions
Authors
Issue Date2016
Citation
Journal of English for Academic Purposes, 2016, v. 21, p. 110-120 How to Cite?
AbstractThe focus of this study is pragmatic force modifiers (PFMs), linguistic units that are known to realise interpersonal and textual language functions in discourse domains such as academic prose, casual conversations and intercultural encounters. Despite attracting substantial interest, most studies of PFMs have been undertaken from a researcher’s perspective; little has been written about users’ perceptions of their own PFM usage. Even less is known about non-native English speakers’ perceptions of the use of PFMs in academic settings. This study, situated within an EFL context, explored Taiwanese students’ perceptions of PFMs in English-medium university lectures and the correlation between their understanding of the linguistic features and their self-reported comprehension of the lecture content. The results show that the frequency of PFMs in a lecture had little to no influence on students’ awareness of the modifiers. All of the students seemed to be aware of some PFMs but unaware of others, regardless of the differences in their lecturers’ use of these PFMs. This study also highlights the differences between high- and low-comprehension students’ perceptions of PFMs.
Persistent Identifierhttp://hdl.handle.net/10722/222514

 

DC FieldValueLanguage
dc.contributor.authorLau, KK-
dc.contributor.authorCousineau, J-
dc.contributor.authorLin, C-Y-
dc.date.accessioned2016-01-18T07:41:55Z-
dc.date.available2016-01-18T07:41:55Z-
dc.date.issued2016-
dc.identifier.citationJournal of English for Academic Purposes, 2016, v. 21, p. 110-120-
dc.identifier.urihttp://hdl.handle.net/10722/222514-
dc.description.abstractThe focus of this study is pragmatic force modifiers (PFMs), linguistic units that are known to realise interpersonal and textual language functions in discourse domains such as academic prose, casual conversations and intercultural encounters. Despite attracting substantial interest, most studies of PFMs have been undertaken from a researcher’s perspective; little has been written about users’ perceptions of their own PFM usage. Even less is known about non-native English speakers’ perceptions of the use of PFMs in academic settings. This study, situated within an EFL context, explored Taiwanese students’ perceptions of PFMs in English-medium university lectures and the correlation between their understanding of the linguistic features and their self-reported comprehension of the lecture content. The results show that the frequency of PFMs in a lecture had little to no influence on students’ awareness of the modifiers. All of the students seemed to be aware of some PFMs but unaware of others, regardless of the differences in their lecturers’ use of these PFMs. This study also highlights the differences between high- and low-comprehension students’ perceptions of PFMs.-
dc.languageeng-
dc.relation.ispartofJournal of English for Academic Purposes-
dc.titleThe use of modifiers in English-medium lectures by native speakers of Mandarin Chinese: A study of student perceptions-
dc.typeArticle-
dc.identifier.emailLau, KK: lauken@hku.hk-
dc.identifier.authorityLau, KK=rp01419-
dc.identifier.doi10.1016/j.jeap.2015.12.004-
dc.identifier.hkuros256782-
dc.identifier.volume21-
dc.identifier.spage110-
dc.identifier.epage120-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats