LEADER 05799nam 2200733Ia 450 001 9910957037703321 005 20200520144314.0 010 $a9786612154546 010 $a9781282154544 010 $a1282154540 010 $a9789027292421 010 $a9027292426 024 7 $a10.1075/pbns.157 035 $a(CKB)1000000000535115 035 $a(OCoLC)320323518 035 $a(CaPaEBR)ebrary10176620 035 $a(SSID)ssj0000189017 035 $a(PQKBManifestationID)11172141 035 $a(PQKBTitleCode)TC0000189017 035 $a(PQKBWorkID)10155437 035 $a(PQKB)11263787 035 $a(MiAaPQ)EBC622752 035 $a(Au-PeEL)EBL622752 035 $a(CaPaEBR)ebr10176620 035 $a(CaONFJC)MIL215454 035 $a(DE-B1597)721659 035 $a(DE-B1597)9789027292421 035 $a(EXLCZ)991000000000535115 100 $a20070129d2007 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe language of business studies lectures $ea corpus-assisted analysis /$fBelinda Crawford Camiciottoli 205 $a1st ed. 210 $aAmsterdam ;$aPhiladelphia $cJ. Benjamins Pub.$d2007 215 $a1 online resource (256 p.) 225 1 $aPragmatics & beyond,$x0922-842X ;$vnew ser., v. 157 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9789027254009 311 08$a9027254001 320 $aIncludes bibliographical references and index. 327 $aThe Language of Business Studies Lectures -- Editorial page -- Title page -- LCC data -- Table of contents -- Preface -- List of acronyms and abbreviations -- List of tables and figures -- chapter 1 -- Introduction -- 1.1 Rationale for the study -- 1.2 The university lecture: pros and cons -- 1.3 Aims of the study -- 1.4 Target readership -- 1.5 Overview of the book -- chapter 2 -- Background to the study -- The merger of discourses -- 2.1 Introduction -- 2.2 Spoken discourse -- 2.2.1 The linguistic/discursive approach -- 2.2.2 The interactional approach -- 2.3 Academic discourse -- 2.4 Disciplinary discourse: the field of economics -- 2.5 Professional discourse: the world of business -- 2.6 A conceptual framework for analyzing business studies lectures -- chapter 3 -- The business studies lecture corpus -- Design, collection and analysis -- 3.1 Introduction -- 3.2 Corpus design -- 3.3 Collecting the data -- 3.4 Transcribing the data -- 3.5 Methodology: an integrated approach -- 3.5.1 Quantitative and qualitative analysis -- 3.5.2 Comparative analysis -- 3.5.3 Behavioural observation -- 3.5.4 Participant feedback -- chapter 4 -- Speaking to the audience -- 4.1 Introduction -- 4.2 Speech rate -- 4.3 Lecture style -- 4.3.1 Discourse dysfluencies -- 4.3.2 Reduced forms -- 4.4 Lexical informality -- 4.4.1 Vagueness -- 4.4.2 Idioms -- 4.5 Syntactic informality -- 4.5.1 Ellipsis -- 4.5.2 Non-restrictive which-clauses -- 4.6 Lexical density -- 4.7 Summary of findings -- chapter 5 -- Interacting with the learners -- 5.1 Introduction -- 5.2 Discourse structuring -- 5.2.1 Lecture macrostructure -- 5.2.2 Macromarkers -- 5.2.3 Micromarkers -- 5.3 Evaluation -- 5.3.1 Relevance markers -- 5.3.2 Affect markers -- 5.4 Lecturer-audience interaction -- 5.4.1 Questions -- 5.4.2 Comprehension checks -- 5.4.3 Dialogic episodes. 327 $a5.5 Audience responsiveness and feedback -- 5.6 Summary of findings -- chapter 6 -- Teaching the discipline and the profession -- 6.1 Introduction -- 6.2 Disciplinary/professional orientations: a descriptive profile -- 6.3 Real vs. hypothetical worlds -- 6.4 Argumentation -- 6.5 Specialized lexis -- 6.5.1 Global analysis -- 6.5.2 Keyword analysis -- 6.5.3 Connections to Business English -- 6.5.4 Compounds and buzzwords -- 6.6 Metaphors -- 6.6.1 Global analysis -- 6.6.2 Comparative analysis -- 6.7 Summary of findings -- chapter 7 -- Beyond speaking -- Multimodal aspects -- 7.1 Introduction -- 7.2 The visual mode -- 7.2.1 The analytical framework -- 7.2.2 The analysis -- 7.2.2.1 Visual typologies in the BSLC -- 7.2.2.2 Comparative analyses -- 7.3 The nonverbal mode -- 7.3.1 Methodology in nonverbal studies -- 7.3.2 The analysis -- 7.3.2.1 Interpersonal episodes -- 7.3.2.2 Nonverbal behaviours of the lecturers -- 7.3.2.3 A microanalysis of one lecturer's nonverbal behaviours -- 7.4 Summary of findings -- chapter 8 -- Final remarks -- 8.1 Introduction -- 8.2 Aims, findings, pedagogical implications and research prospects -- 8.3 Methodological insights -- 8.4 Business studies lectures and interdiscursivity revisited -- References -- Appendix A -- Transcript samples fromthe twelve lectures of the BSLC -- Appendix B -- Specialized lexis in the BSLC ranked according to frequency (number of tokens in parentheses) -- Name index -- Subject index -- The series Pragmatics & -- Beyond New Series. 330 $aWhat the learners really need is the competence to handle several types of literacy, which may not be a simple extension of previously acquired communicative competence. (Bhatia 2000: 81). 410 0$aPragmatics & beyond ;$vnew ser., v. 157. 606 $aAcademic language$xData processing 606 $aBusiness education$xData processing 606 $aLectures and lecturing$xData processing 615 0$aAcademic language$xData processing. 615 0$aBusiness education$xData processing. 615 0$aLectures and lecturing$xData processing. 676 $a401/.41 686 $a17.63$2bcl 686 $a17.61$2bcl 700 $aCamiciottoli$b Belinda Crawford$01642860 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910957037703321 996 $aThe language of business studies lectures$94346503 997 $aUNINA