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DOCUMENT RESUME ED 428 559 FL 025 758 AUTHOR Basturkmen, Helen Metadiscoursal Signaling in Academic Discussions. TITLE 1998-00-00 PUB DATE 14p.; The paper uses at various times both of the acceptable NOTE spellings: "signaling" and "signalling". Reports Research (143) PUB TYPE MF01/PC01 Plus Postage. EDRS PRICE *Business Administration Education; *Classroom DESCRIPTORS Communication; *College Instruction; Discourse Analysis; Discussion (Teaching Technique); Distance Education; Educational Environment; *English for Academic Purposes; Foreign Countries; Higher Education; Interpersonal Communication; *Language Patterns; Language Research; *Language Styles; Seminars; Tutorial Programs *Academic Language; Great Britain IDENTIFIERS ABSTRACT A study investigated metadiscoursal signalling devices used in discussions in a business administration course in a British university, focusing on the use and function of the devices in seminars and tutorials. Data were drawn from seminar and discussion classes recorded for distance education purposes. The corpus of about 30,000 words included 18 presentations and discussions, with question-and-answer sessions, led by different faculty. It was found topic and interactional markers were widely used, and that some metadiscoursal signalling devices may have a dual function, operating for strategic, interpersonal purposes alongside the overt function of indicating textual relations. The range of devices functioning, at least at one level, to signal text is found to be a salient feature of interaction in seminar presentations and discussion, and is seen as relevant to any language description for pedagogical purposes. Implications are drawn for the oral language syllabus of English for Academic Purposes. Contains 20 references. (MSE) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Metadiscoursal Signaling in Academic Discussions By Helen Basturkmen U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) O This document has been reproduced as BRsiurtmen_ received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy. AVAILAIRE BEST COPY Metadiscoursal Signaling in Academic Discussions This article reports on a study into metadiscoursal signaling devices in discussions on an MBA (Management of Business Studies) course in a British university. The study focused findings of the on the uses of such devices in seminars and tutorials. This paper reports on devices used and their functions in interaction. Metadiscoursal signaling was observed to be used for the interactional purposes of marking topic, discourse activity and the type of information to be supplied by the speaker. 1 INTRODUCTION One way speakers indicate mark the importance of what they say and draw attention to the content of their utterances is by using elements relating to the organization of discourse itself, i.e. signaling. Crissmore (1990:1) uses the term metadiscourse in relation to elements relating to the organisation of discourse itself and to aspects of the relationship between interactants. Sinclair (1982) identifies two aspects of language, language as a continuous negotiation between participants (the interactive plane) and language used to record experience and propositions (the autonomous plane). The use of textual signalling in presentation texts in seminars has been investigated, e.g. Coulthard & Montgomery (1981) and a number of pedagogic texts present such signaling, e.g Lynch & Anderson 1992. Turns in academic discussion are often fairly extensive, and signalling devices are used more often than in shorter turns such as might occur in conversational exchanges. Textual signalling thus appears to be a prevalent feature of discussion in seminars and the ability to decode and use it is potentially important for non-native speakers. The ways in which speakers or writers forewarn their audience of coming text have been variously termed in the literature. McCarthy (1991) discusses discourse organising words McCarthy (1998) argues that metalanguage is often found in opening turns in exchanges functioning to indicate decision processes and topic shifts. Weissberg (1993) talks of advance organisers and topic shifters, Tadros (1985, 1994) of advanced labelling, Crissmore (1990) of announcements of main ideas, rationales, purposes and strategies, Hatch (1992) of discourse deixis and Redeker (1990) of paratactic sequential relations. Burton (1981) following on from the approach established by Sinclair and Coulthard 2 (1975), uses the term metastatements for acts that indicate what the next piece of talk will be about. These terms are all used to refer to the same notion of devices with which speakers or writers foretell or postscript the coming or past discourse. From our examination of turns in discussion in seminars, discourse signalling devices were observed to signal topic, interactional activity and type of information. DATA DESCRIPTION AND PROCEDURE The study reported in this paper formed part of a general investigation into discourse in academic seminars on an MBA program in a British University and and the implications for the speaking syllabus of English for Academic Purposes (EAP) courses (Basturkmen 1995, 1998). The study entailed the collection of a corpus of texts of naturally occurring seminars and academic discussions which were then transcribed and examined for recurring linguistic patterns and features. A corpus was collected of video recordings of seminar and discussion classes on the MBA course at Aston University, Birmingham. These recordings were of in- house lessons made for students on the MBA distance learning program. The corpus was approximately 30,000 words and comprised eighteen texts selected from classes over a range of seminar and discussion type classes given by a range of faculty. The texts were of discussion in tutorials and in the question-answer sessions following presentations given by students or guest speakers. The following symbols are used in the transcription of texts: Sl, S2, etc. The beginning of turns of different students P1, P2, etc. The beginning of turns by different presenters The beginning of a turn by a tutor 3 from another Overlap where a speaker takes a turn where overlap begins before completion and marks Turns that started simultaneously Noticeable pause literature metadiscourse discussed in the studied in reference to The transcribed texts were in the speakers signalled metadiscourse aim was to see how (see Introduction). The discussion. specific genre of academic FINDINGS 1. Topic Markers topic whereby speakers categorised into two: continuous Discourse topic has been into their talk and discontinuous previously occurring subjects collaborate or incorporate Schieffelin subject matter (Keenan 8c introduce or re-introduce topic whereby speakers does discontinuous topic, i.e. topic that in this sub-section is in 1975: 342-3). The interest discussion. Topic introduction or re- preceding topic in the not draw on immediately integral to discrete item but may be be indicated by any introduction need not, of course, the cost of this? when speaker say, How about For example, should a an eliciting move. of a clearly this is an introduction prior talk of cost, then there has been no immediately discontinuous topic in overt markers of discontinuous topic. Two common, new and and in this study back-referencing observed and are termed seminar discussion were tend to be turn-initial. titling. Both of these devices Back-referencing pre-eliciting act when post-presentation discussion as a Back-referencing is common in they loop back to previous topic. As the term implies, speakers wish to indicate a new examples are given: in the presentation. Some topics, usually those involved 4 actually the role T: Actually you focused on the role of the company was it specifically developed developed with the European market in view or was first for the UK 2 number of employees how SI You say the management team often involved a does it complicate things 3 about how they segmented the S 1 Yes I have a question you talked earlier number of ways that market you said they'd actually segmented the market in a done successful you said it wasn't just they hadn't just you said were relatively do you feel they could have made it demographically but in a number of ways better use of psychographic profiles of their customers focused include the use of reporting verbs you The first two examples are fairly simple and back- interesting and involves quite a lengthy and you say. The third example is more have first unnecessary. The speaker could referencing to previous text which seems at would have they segmented the market, which simply said You talked earlier about how elicitation. speaker could have gone straight into clearly indicated the topic and then the for? this lengthy back-referencing be accounted However, he does not do this. How can firstly to situations sometimes have a dual purpose: One possibility is that speakers in these the propositional content of the earlier introduce the topic and secondly to recapitulate on well make the speaker's suggestion appear discourse as a strategic move, ftinctioning to given the for confirmation of S l's question, i.e. founded. This then smoothes the way for have originally said, it would be difficult build-up of what the presenters are alleged to that S l's proposition is valid. the presenters to then not confirm in their response Titling indicate resemble written titles are also used to Devices of an elliptic nature and which is noted that a feature of unplanned dialogue discontinuous topic. Hatch (1992: 239) has topic-comment often done through use of marked that a new topic or topic shifting is topic. McCarthy of the subject to indicate its status as structures such as left-dislocation this left-displaced subjects saying that although (1991: 51-52) notes the phenomenon of 5 in pedagogic texts. In the language it tends not be presented device is common in spoken questions but may occur turn-initial in post-presentation data, titling devices are often in The latter was observed indicate topic change or shift. elsewhere in the turn to notes that McCarthy (op cit: 132) the presentation itself. particularly long turns, including In people are already talking." talk or they can arise because "topics can be the reason for topics are often the reason in post-presentation discourse, seminar discussion, especially and audience to the subject. function to orient the interlocutor for talk and titling devices and a pause after the topic name. the data included stress Intonational features observed in data are: Some examples from the 1 take say a video policy then + has it been to so to S4 Yes eh your pan European shot in === 2 mentioned eh the quality of service + You S3 One other thing you hear shops open from early morning convenience eh the convenience (Student presentation text 3) 2. Discourse Activity topic, other markers indicate showed markers signalling Whereas the previous subsection talks of peripheral in a study of lectures (1992: 213) discourse activity. Flowerdew with a grounder to the forthcoming discourse prior to definitions that mark utterances discourse activity is forewarn and indicate The idea that speakers prepare the listener. talks of the function of prefaces also. Stubbs (1983: 181-82) contained by the concept of (which) give following utterance of a preceding or prefaces as "displaying an analysis coming propositional content of the illocutionary force and hearers clues as to both the be taken on that prefaces should not written texts, Stubbs warns utterance." In regard to happens. One describe what actually then they may not accurately their face value and that and this may take precedence over enter a discussion function of the preface is to 6 illustrate this category of action. The following excerpts following through with the stated activity: devices signalling discourse 1 200 400 and successful the recent sales of S2 Can I ask urn how much more 800 has been === signalling devices 2 Turn-initial and turn-final Michael Porter when you were going to write to S4 Yes I was going to ask you he says you are disagreed with his New-bend where at Harvard and tell him you those two things you are differentiater if you are neither of a cost reducer or a exist you saying is actually that doesn't stuck in the middle and what you are really just a bit of a frivolous question have to combine the two and so it was 3 making is \\ But the point that I'm S2 (P4 Has been yes) at strength of the organisation that you're saying that's the without particular charismatic individual BTR the chief executive officer is that well over recent continue the path its trodden so that person will the company years ==== 4 turn all this another question it's really just to S I Can I just come back in with view of this partnership comments on the sceptic's on its head and ask you dumping on the small companies purchasing which is the big companies prefaces involve the verb ask or be seen that a number of From the examples above, it can forward and both a marker referring In example 2, there is the nouns question or point. of turn-final activity the very few examples back. The latter is among one referring markers in the discussion texts. speaker foretelling the activity the interactional markers in How accurate are the with a speaker follows through of asking and the proposes? Example 1 forewarns marker asking about of the activity relationship between the 'question'. In example 2, the the phrase that the marker involves clear. In excerpt 3, we see and what follows is less strength of the statement about the following on there is both a make a point and yet 7 about the future of the point and also a question individual, which can be seen as a described as a through with what can be 4, the speaker follows company. In example be turn-initial activity markers may extent then, some criticism or a disagreement. To an misleading. for and language description writers of pedagogical materials The approach of some overall turns as having one 1978, James 1984, to present pedagogic purposes, e.g. Price ask a question, and that function, such as to disagree or to and specific communicative well the nature of these turn-initial prefaces does not represent this function is indicated by in discussion. Topic interactant may do within a turn devices and oversimplifies what an they may accurately descriptive and strategic function: indicators (prefaces) have both a to take the floor and/or but they may simply be a means describe what is to come or is past polite. render it less abrupt and more extend the turn in an attempt to Indicators 3. Information Type the type of evident are those indicating textual signalling device A further category of written texts, Tadros that has passed. In regard to information that is forthcoming or of she defines as a category of advance labelling. This (1985: 73) discusses the concept perform a commits him or herself to writer both labels and prediction in which the include its performance. labelling the act must not discourse act and in which the sentence between make the important distinction "This analysis leads us to She offers the example: " Tadros discusses this income. Money income measures a real income and money distinguish, such as make a distinction, verb phrases and verbs category with reference to words the term discourse organising McCarthy (1991: 74-78) uses examine and compare. function to author's intent and which denote words signalling the (e.g. issue, problem) to organise and structure the argument. 8