This study examined the semantic features of the simulated mini-lectures in the listening sections of the International English Language Testing System (IELTS) and the Test of English as a Foreign Language (TOEFL) based on automatized semantic analysis to explore the content validity of the two tests. Two study corpora were utilized, the IELTS…

In this article, a tripartite interpersonal model is proposed to analyze academic lectures delivered in English. The model combines two approaches to metadiscourse: the reflexive or narrow approach (Mauranen 1993; Ädel 2006), and the interpersonal or broad approach (Hyland 2005, 2019). The criteria adopted by the reflexive approach were exploited…

Online learning has gained increasing attention during the COVID-19 pandemic. Teachers face social exigencies to design ways of knowledge dissemination in online instruction. We posit that understanding how knowledge can be represented in successful online academic genres can inform teachers on how they can design students' online learning…

The dominant image of mathematics as an abstract, universal, disinterested, and pure body of knowledge both misrepresents disciplinary practice and alienates many students. Undergraduate proof-based courses such as real analysis, which are supposed to introduce students to contemporary academic mathematics, often contribute to such idealized…

This paper explores student emotion and learning experiences fostered by lecturing-style instruction in Real-Analysis problem-centered lessons. We focus on two lessons that were taught by two reputable instructors and involved challenging, mathematically-related problems the students did not understand. Nonetheless, one lesson evoked negative…

This study investigated the use and functions of metadiscourse markers in English as a foreign language (EFL) virtual classroom during the Covid-19 pandemic. The study examined which metadiscourse markers--interactive or interactional--were used more frequently and how they were employed in an EFL context. It explored two interactive metadiscourse…

Multi-word sequences are important components of language because they are building blocks that can be used to create long stretches of discourse. They are word combinations that have particular importance because of their co-occurrence and function in discourse that suggest that they are stored and retrieved from memory as a whole rather than as…

This paper presents a research framework for investigating the role of language use in mathematics learning. The paper draws on the wider M[superscript 2]EID study, which explores whether differences in languages (English and Irish) and their use by bilingual mathematical students have a differential impact on their mathematics meta-level…

This contribution reports on the findings of a project whose aim was to explore the construct of the language-teaching methodology interface (LTMI) in lecturing through English. Evidence of its existence will be provided and implications for teacher training will be considered. On the assumption that the LTMI can be characterised by the…

This study identified the accumulated distributions of the enacted discursive moves during classroom inquiry to demonstrate how a science teacher reacted to the existence of two mutually exclusive social languages: everyday social languages of the students vs. social languages of school science. The participants were a science teacher and 26…

This study was an attempt to investigate the functions of personal metadiscursive expressions found in academic monologues and dialogues. The analysis was based on verbal data of 16 academic lectures and discussions. Based on Ädel's (2010) taxonomy of the subtypes and discourse functions of metadiscourse, the two data sets were compared in terms…

This study aims to compare the rhetorical move structure of English Medium Instruction (EMI) lectures given by native English and Chinese lecturers. Two specialized corpora were therefore accordingly created with transcripts of twelve science-oriented lectures selected from MICASE and the BASE corpus and twelve science-oriented EMI lectures…

In this paper we develop knowledge of the discourse that takes place between teacher and students in two large undergraduate classes which use a flipped, active learning approach. In flipped classes students encounter the content through pre-class resources, freeing up class time for more active engagement with the material. This results in…

The paper presents an analysis of engagement markers in the Lectures on Physics by eminent scientist and Nobel prizewinner R. P. Feynman, based on K. Hyland's model of interaction in academic discourse as stance and engagement. The Lectures were taught at the California Institute of Technology during 1961-63 and, having been turned into a…

This study aims at determining discourse markers used by Turkish teachers and native teachers in EFL classrooms and comparing these items in terms of variety and frequency. To reach the objectives of the present study, two separate corpora were compiled through audio-recordings collected from two Turkish and two native EFL teachers? lectures.…