Las contribuciones que recoge este volumen describen, desde perspectivas multidisciplinares, la utilización del inglés como fenómeno global/local en contextos académicos. En particular, el volumen toma como referente la utilización del idioma en un pequeño "microcosmos" universitario e interpreta desde distintos enfoques teóricos la construcción de identidades sociales y la negociación de significados entre los miembros de dicha comunidad académica.
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 multidisciplinàries, la utilització de l'anglès com a fenomen global/local en contextos acadèmics. En particular, el volum pren com a referent la utilització de l'idioma en un petit "microcosmos" universitari i interpreta des de diferents enfocaments teòrics la construcció d'identitats socials i la negociació de significats entre els membres d'aquesta comunitat acadèmica
The complex dynamics of faculty-student relations in dialogic academic speech events: the research group meeting
págs. 20-25
The gender of power relations in academic speech: a cross-disciplinary approach
págs. 45-58
Signaling speaker's intentions: towards a phraseology of textual metadiscourse in academic lecturing
págs. 59-88
Academic literacy vs academic talk: signaling nouns as devices of intratranslation
págs. 89-114
Developing de message: retake phenomena in scientific lectures
págs. 115-130
págs. 131-152
págs. 153-184
págs. 185-208
"I think I know whta you are saying": Epistemic lexical verbs as stance markers in American academic speech
págs. 209-236
"What we mean is actually how we mean": A contribution to the analysis of sociopragmatic aspects of MICASE discussion sections
págs. 237-256
págs. 257-278
© 2001-2024 Fundación Dialnet · Todos los derechos reservados