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Article: Lecturers’ and students’ perceptions of the use of modifiers

TitleLecturers’ and students’ perceptions of the use of modifiers
Authors
Issue Date2018
PublisherOxford University Press. The Journal's web site is located at http://eltj.oxfordjournals.org/
Citation
ELT Journal: an international journal for teachers of English to speakers of other languages, 2018, v. 72 n. 1, p. 62-72 How to Cite?
AbstractThe textual and interpersonal functions of modifiers are extensively discussed in the literature. However, how these linguistic devices can be strategically used to assist lecture comprehension has been under-investigated, particularly in EFL/ESL contexts. Drawing on corpus analyses, interviews, and questionnaires, this study compares Taiwanese lecturers’ use of modifiers and their explanations of this use with their students’ perceptions of the modifiers’ functions in English-medium lectures at a Taiwanese university. Considerable differences in perceptions (for example highlighting information versus signalling unexpectedness) between the two groups are revealed. The disparity suggests that effort needs to be made to raise the awareness of both teachers and students with respect to the multiple yet overlapping functions of modifiers. A number of pedagogical tasks are thus proposed for incorporation into EAP courses including consciousness-raising activities, substitution exercises, and contrastive analyses, in order to highlight the value of these modifiers in facilitating academic listening.
Persistent Identifierhttp://hdl.handle.net/10722/241047
ISSN
2023 Impact Factor: 3.1
2023 SCImago Journal Rankings: 1.523
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLin, CY-
dc.contributor.authorLau, KK-
dc.contributor.authorCousineau, J-
dc.date.accessioned2017-05-22T09:21:42Z-
dc.date.available2017-05-22T09:21:42Z-
dc.date.issued2018-
dc.identifier.citationELT Journal: an international journal for teachers of English to speakers of other languages, 2018, v. 72 n. 1, p. 62-72-
dc.identifier.issn0951-0893-
dc.identifier.urihttp://hdl.handle.net/10722/241047-
dc.description.abstractThe textual and interpersonal functions of modifiers are extensively discussed in the literature. However, how these linguistic devices can be strategically used to assist lecture comprehension has been under-investigated, particularly in EFL/ESL contexts. Drawing on corpus analyses, interviews, and questionnaires, this study compares Taiwanese lecturers’ use of modifiers and their explanations of this use with their students’ perceptions of the modifiers’ functions in English-medium lectures at a Taiwanese university. Considerable differences in perceptions (for example highlighting information versus signalling unexpectedness) between the two groups are revealed. The disparity suggests that effort needs to be made to raise the awareness of both teachers and students with respect to the multiple yet overlapping functions of modifiers. A number of pedagogical tasks are thus proposed for incorporation into EAP courses including consciousness-raising activities, substitution exercises, and contrastive analyses, in order to highlight the value of these modifiers in facilitating academic listening.-
dc.languageeng-
dc.publisherOxford University Press. The Journal's web site is located at http://eltj.oxfordjournals.org/-
dc.relation.ispartofELT Journal: an international journal for teachers of English to speakers of other languages-
dc.titleLecturers’ and students’ perceptions of the use of modifiers-
dc.typeArticle-
dc.identifier.emailLau, KK: lauken@hku.hk-
dc.identifier.authorityLau, KK=rp01419-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1093/elt/ccx021-
dc.identifier.hkuros272216-
dc.identifier.volume72-
dc.identifier.issue1-
dc.identifier.spage62-
dc.identifier.epage72-
dc.identifier.isiWOS:000423307100007-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0951-0893-

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