English as a GloCalization Phenomenon. Observations from a Linguistic Microcosm

English as a GloCalization Phenomenon. Observations from a Linguistic Microcosm

Les contribucions que recull aquest volum descriuen, des de perspectives multidisciplinars, la utilització de l'anglès com a fenomen global/local en contextos acadèmics. En particular, el volum pren com a referent l'ús de l'idioma en un petit 'microcosmos' universitari i interpreta des de diferents punts de vista teòrics la construcció d'identitats socials i la negociació de significats entre els membres d'aquesta comunitat acadèmica.
  • Cover
  • Title page
  • Contents
  • Preface. John M. Swales
  • Editor's introduction. Carmen Pérez-Llantada and Gibson R. Ferguson
  • Part I. The Social Dimension of a Linguistic Microcosm
    • 1. The complex dyamics of faculty-student relations in dialogic academic speech events: the research group meeting. Claus-Peter Neumann
    • 2. The gender of power relations in academic speech: a cross-disciplinary approach. Mª Teresa Escudero Alías
    • 3. Signaling speaker’s intentions: towards a phraseology of textual metadiscourse in academic lecturing. Carmen Pérez-Llantada Auría
  • Part II. The Scope of Pragmatics Within a Linguistic Microcosm
    • 4. Academic literacy vs academic talk: signaling nouns as devices of intratranslation. Rosa Lorés Sanz
    • 5. Developing the message: retake phenomena in scientific lectures. Silvia Murillo Ornat
    • 6. A corpus-based approach to nominalization in academic lectures. Ignacio Vázquez Orta
    • 7. The use of ideational grammatical metaphor in academic spoken English. Ignacio Guillén Galve
  • Part III. Pedagogical Insights of a "GloCalization" Phenomenon
    • 8. Vagueness and imprecise numbers in the hard disciplines of the Michigan Corpus of Academic Spoken English. Ramón Plo Alastrué
    • 9. «I think I know what you are saying». Epistemic lexical verbs as stance markers in American academic speech. María Rosario Artiga León
    • 10. «What we mean is actually how we mean". A contribution to the analysis of sociopragmatic aspects of MICASE discussion sections. Irene Aixalá Gil
    • 11. How to arrange MICASE-based pedagogical materials for the teaching/learning of EAP vocabulary. Luz Gabás Ariño
  • Acknowledgements

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