Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective

Metadiscourse plays a key role in teachers’ attempts to ease and maximize knowledge transmission. This role is particularly important in the context of English-medium instruction (EMI), where teachers face the challenge of transmitting knowledge to students via a foreign language in an accessible wa...

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Bibliographic Details
Published in:System (Linköping) Vol. 105; p. 102730
Main Authors: Doiz, Aintzane, Lasagabaster, David
Format: Journal Article
Language:English
Published: Oxford Elsevier Ltd 01.04.2022
Elsevier Science Ltd
Subjects:
Chinese languages
Code gloss
College students
Discourse analysis
English as an international language
English for academic purposes
English language
English-medium instruction
Foreign languages
Frame marker
Knowledge
Lectures
Metadiscourse
Metadiscourse patterns
Nonnative-speaking teachers
Oral speech
Reminder
Second language teachers
Spanish language
Teachers
Teaching
Transition marker
EMI
Metadiscourse patterns
Frame marker
English-medium instruction
Teachers
Reminder
Oral speech
Transition marker
Metadiscourse
Code gloss
ISSN:0346-251X, 1879-3282
Online Access:Get full text
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Summary:Metadiscourse plays a key role in teachers’ attempts to ease and maximize knowledge transmission. This role is particularly important in the context of English-medium instruction (EMI), where teachers face the challenge of transmitting knowledge to students via a foreign language in an accessible way and students tend to find their lectures difficult to understand. The present study addresses the use of spoken interactive metadiscourse markers by EMI non-native teachers from an English as a lingua franca perspective (ELF), an innovative approach in contrast to previous studies that tended to include native English as the reference language and model. The study compares Chinese and Spanish lecturers, and aims to analyze how teachers organize and construct knowledge through interactive metadiscourse in their classes so that it becomes accessible for their students. Four history teachers at a Spanish university were videorecorded and their use of interactive metadiscourse resources compared following the same procedure used by Zhang and Lo (2021) in the Chinese context. Our study revealed that the teachers followed a similar general trend in the use of metadiscourse patterns regardless of the context. However, noticeable differences in the specific linguistic realizations were also attested depending on the teachers’ L1. •EMI lecturers in different contexts follow similar interactive metadiscourse patterns.•Transition markers are the most widely used metadiscourse markers in China and Spain.•Frame markers, reminders and code glosses are least common in the two settings.•Differences in the specific realization of the markers are also found.
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ISSN:0346-251X
1879-3282
DOI:10.1016/j.system.2022.102730