By Belinda Crawford Camiciottoli
New possibilities within the international office have heightened curiosity in company reports. in keeping with this pattern, this e-book provides an in-depth research of a corpus of real company experiences lectures, targeting spoken, educational, disciplinary positive factors (e.g., speech fee, interactive units, really expert lexis) which are the most important to comprehension, yet frequently tricky for non-native audio system. The research adopts an unique multi-pronged strategy together with quantitative, qualitative and comparative analyses. It makes use of suggestions drawn in most cases from corpus linguistics and discourse research, but in addition integrates observational and ethnographic tips on how to offer precise extra-linguistic insights. The examine is hence a full-circle interpretive account of this dynamic spoken style the place academia and career converge. The booklet exhibits how enterprise reports lectures are characterized by way of a synergy of discourses and communicative channels that mirror the neighborhood of perform, highlighting the necessity to aid overseas enterprise scholars boost a number of literacies to beat current and destiny demanding situations.
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Additional info for The Language of Business Studies Lectures: A Corpus-Assisted Analysis
As noted by Bargiela-Chiappini and Nickerson (1999: 7), there is often “hybrid membership” in academic and professional discourse communities. They cite the example of management consultants who combine academic activities with private practice. As a consequence, the language that business studies lecturers bring to the classroom for interaction with students is likely to be tinged with their professional experiences. The outgoing link is from the classroom to the professional world. In discussing the nexus between EAP and ESP, Dudley-Evans and St.
As a methodological framework conversation analysis is, of course, inherently linked to overtly dialogic discourse. However, it can be useful to shed more light on the interactional aspects of today’s lectures. In fact, in recent years there has been a move towards more interactive lectures (Ferris and Tagg 1996; Morell 2004) in which lecturers and students engage in direct exchanges in order to promote mutual reflection on topics and issues of learning. This approach recalls Freire’s (1970) theory of dialogical education, a method used to teach illiterate peasants and empower them to transform the oppressive societies in which they live.
It consists of over 1 million words of spoken business discourse produced by both native and non-native speakers of English and includes meetings, presentations and informal discussions. Findings from comparative lexicogrammatical analyses showed that spoken business English has much in common with casual conversation and forms of institutional talk, but also has distinctive features that reflect its community of practice. Moreover, some initial work focusing on pronouns and modality highlighted an orientation towards collaborative and non-threatening relationships despite the hierarchical imprint traditionally associated with business settings (McCarthy and Handford 2004).