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A Contrastive Study of Rhetorical Move Structure of English Medium Instruction Lectures Given by Native English and Chinese Lecturers

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Title: A Contrastive Study of Rhetorical Move Structure of English Medium Instruction Lectures Given by Native English and Chinese Lecturers
Language: English
Authors: Deng, Lin, Wannaruk, Anchalee
Source: LEARN Journal: Language Education and Acquisition Research Network. Jul-Dec 2021 14(2):451-477.
Availability: Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Peer Reviewed: Y
Page Count: 27
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Language of Instruction, English (Second Language), Second Language Learning, Native Speakers, College Faculty, Computational Linguistics, Science Instruction, Course Descriptions, Teacher Attitudes, Social Media, Educational Quality, Professional Autonomy, Faculty Development, Lecture Method, Language Styles, Foreign Countries, Contrastive Linguistics, Chinese, English for Academic Purposes, Discourse Analysis
Geographic Terms: China
ISSN: 2630-0672
Abstract: 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 collected at a Chinese university, respectively. Adopting the Swalesian genre analysis framework, this study examines the moves/steps of EMI lectures in the two corpora. Then, the conventionality and frequency of moves/steps were quantified and analyzed to capture statistical variations. In addition, semi-structured interviews were conducted with four Chinese EMI lecturers to probe into their discursive practices from an emic perspective. Statistical variations were apparent in several moves and steps, which could be mainly attributed to Chinese EMI lecturers' concern for the program quality, dense course syllabus requirements, a lack of specific English for EMI teaching, as well as the emergence and influence of new social media. The study argues for well-targeted teacher training for non-native English lecturers and more teacher autonomy in course syllabus design.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1310740
Database: ERIC
FullText Text:
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  Data: A Contrastive Study of Rhetorical Move Structure of English Medium Instruction Lectures Given by Native English and Chinese Lecturers
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  Data: <searchLink fieldCode="AR" term="%22Deng%2C+Lin%22">Deng, Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Wannaruk%2C+Anchalee%22">Wannaruk, Anchalee</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22LEARN+Journal%3A+Language+Education+and+Acquisition+Research+Network%22"><i>LEARN Journal: Language Education and Acquisition Research Network</i></searchLink>. Jul-Dec 2021 14(2):451-477.
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  Data: Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
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  Data: 27
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 2630-0672
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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 collected at a Chinese university, respectively. Adopting the Swalesian genre analysis framework, this study examines the moves/steps of EMI lectures in the two corpora. Then, the conventionality and frequency of moves/steps were quantified and analyzed to capture statistical variations. In addition, semi-structured interviews were conducted with four Chinese EMI lecturers to probe into their discursive practices from an emic perspective. Statistical variations were apparent in several moves and steps, which could be mainly attributed to Chinese EMI lecturers' concern for the program quality, dense course syllabus requirements, a lack of specific English for EMI teaching, as well as the emergence and influence of new social media. The study argues for well-targeted teacher training for non-native English lecturers and more teacher autonomy in course syllabus design.
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  Data: As Provided
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  Data: 2021
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  Data: EJ1310740
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      – Text: English
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        PageCount: 27
        StartPage: 451
    Subjects:
      – SubjectFull: Language of Instruction
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Native Speakers
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      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Computational Linguistics
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Course Descriptions
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Social Media
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      – SubjectFull: Educational Quality
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      – SubjectFull: Professional Autonomy
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      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Lecture Method
        Type: general
      – SubjectFull: Language Styles
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Contrastive Linguistics
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      – SubjectFull: Chinese
        Type: general
      – SubjectFull: English for Academic Purposes
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      – SubjectFull: Discourse Analysis
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      – SubjectFull: China
        Type: general
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      – TitleFull: A Contrastive Study of Rhetorical Move Structure of English Medium Instruction Lectures Given by Native English and Chinese Lecturers
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