Article In:
Pragmatics and Society: Online-First Articles‘Like to comment on that?’
Student-oriented questions in British and Montenegrin university linguistics lectures
Questions are powerful interactional devices which academic lecturers may use to facilitate learning, engage students and add to a lecture’s interactivity. This contrastive and corpus-based study examines student-oriented questions, i.e. those initiating a student response, in British and Montenegrin university linguistics lectures. It aims to answer research questions regarding what forms of this question category are employed; how frequent they are, what functions they commonly perform, and whether there are any similarities and differences in these respects between the two groups of lectures. The data include 12 lectures in linguistics from several British academic corpora and a specially created corpus of 12 Montenegrin linguistics lectures. We combine quantitative and qualitative approaches to arrive at results which point to certain similarities and differences between the corpora. Some of these might be explained by the language differences between English and BCMS (Bosnian/Croatian/Montenegrin/Serbian), while others seem to have stemmed from academic lecturing style differences. The findings add to the literature on questions in academic lectures and, together with other contrastive studies, may contribute to revealing the universal and culturally-specific discourse features of academic lectures across academic cultures, as well as be pedagogically useful for lecturers, particularly novices, who are teaching linguistics in English and BCMS.
Keywords: university lectures, linguistics lectures, student-oriented questions, academic discourse, lecture interactivity
Article outline
- 1.Introduction
- 2.Studies on questions in academic lectures
- 3.Academic culture
- 4.Research questions
- 5.Methodology
- 5.1The corpus
- 5.2Analytical steps
- 6.Results and analysis
- 6.1Imperatives
- 6.2Incomplete declarative + a pause
- 6.3Wh-interrogatives
- 6.4Yes/No interrogatives
- 6.5Multiple interrogatives
- 6.6Incomplete interrogatives
- 6.7Declaratives with a question word/phrase at the end
- 7.Conclusion
- Notes
- Author queries
-
References
This content is being prepared for publication; it may be subject to changes.
References (48)
Benson, Malcom. 1994. “Lecture listening in and ethnographic perspective.” In Academic listening: research perspectives, ed. by John Flowerdew, 181–198. Cambridge: Cambridge University Press
Bamford, Julia. 2000. “Question and Answer Sequencing in Academic Lectures.” In Dialogue Analysis VII: Working with Dialogue, ed. by Malcolm Coulthard, Janet Cotterill, and Frances Rock, 159–170. Tübingen: Max Niemeyer.
. 2005. “Interactivity in Academic Lectures: The Role of Questions and Answers.” In Dialogue within Discourse Communities: Metadiscursive Perspectives on Academic Genres, ed. by Julia Bamford, and Marina Bondi, 123–145. Tübingen: Max Niemeyer.
Biber, Douglas, Susan Conrad, and Randi Reppen. 1998. Corpus Linguistics: Investigating Language Structure and Language Use. Cambridge: Cambridge University Press.
Blagojević, Savka. 2015. “National Writing Habits as a Potential Hindrance to International Academic Communication.” In Academic Discourse across Cultures, ed. by Igor Lakić, Branka Živković, and Milica Vuković, 6–19. Cambridge: Cambridge Scholars Publishing.
Campbell, Julie, and Richard E. Mayer. 2009. “Questioning as an Instructional Method: Does it Affect Learning from Lectures?” Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition 23 (6): 747–759.
Chang, Yu-Ying. 2012. “The Use of Questions by Professors in Lectures Given in English: Influences of Disciplinary Cultures.” English for Specific Purposes 311: 103–116.
Chesnokova, Olga. 2017. “Spanish communicative strategies in teaching of Spanish to Russian Students.” In Proceedings of 9th International Conference on Education and New Learning Technologies (EDULEARN17), ed. by Luis Gómez Chova, Agustin López Martínez, and Ignacio Candel Torres, 10094–10101. Barcelona: IATED.
Chuska, Kenneth R. 1995. Improving Classroom Questions. A Teacher’s Guide to Increasing Student Motivation, Participation and Higher-level Thinking. Bloomington: Phi Beta Kappa Educational Foundation.
Crawford Camiciottoli, Belinda. 2008. “Interaction in Academic Lectures vs. Written Text Materials: The Case of Questions.” Journal of Pragmatics 401: 1216–1231.
Dafouz Milne, Emma, and Davinia Sánchez García. 2013. “‘Does Everybody Understand?’ Teacher Questions across Disciplines in English-mediated University Lectures: An Exploratory Study.” Language Value 5 (1): 129–151.
Dudley-Evans, Tony. 1994. “Variations in the Discourse Patterns Favoured by Different Disciplines and their Pedagogical Implications.” In Academic listening: Research perspectives, ed. by John Flowerdew, 146–158. Cambridge: Cambridge University Press.
Flowerdew, John. (ed.) 1994. Academic Listening: Research Perspectives. Cambridge: Cambridge University Press.
Flowerdew, John, and Lindsay Miller. 1995. “On the notion of culture in L2 lectures.” TESOL quarterly 29 (2): 345–373.
. 1996. “Lectures in a second language: Notes towards a cultural grammar.” English for Specific Purposes 15 (2): 121–140.
Gibbons, Pauline. 2002. Scaffolding Language, Scaffolding Learning: Teaching ESL Children in the Mainstream Classroom. Portsmouth, NH: Heinemann.
Grice, H. Paul. 1975. “Logic and Conversation.” Speech Acts [
Syntax and Semantics 3
], ed. by Peter Cole and Jerry L. Morgan, 41–58 New York: Academic Press.
Hofstede, Geert. 2001. Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations. Thousand Oaks: Sage.
Jin, Lixian, and Martin Cortazzi. 1993. “Cultural orientation and academic language use.” In Language and culture, ed. David Graddol, Linda Thompson, and Mike Byram, 84–97. Clevedon: Multilingual Matters.
Kiš, Nataša, and Ivana Savić. 2007. “O nekim tendencijama u izboru jezičkih sredstava u situaciji obraćanja, oslovljavanja i pozdravljanja.” Prilozi proučavanju jezika 381: 243–248.
Koshik, Irene. 2002. “Designedly Incomplete Utterances: A Pedagogical Practice for Eliciting Knowledge Displays in Error Correction Sequences.” Research on Language and Social Interaction 35 (3): 277–309.
Lin, Chia-Yen. 2012. “Modifiers in BASE and MICASE: A Matter of Academic Cultures or Lecturing Styles?” English for Specific Purposes 311: 117–126.
McCormick, Dawn E., and Richard Donato. 2000. “Teacher Questions as Scaffolded Assistance in an ESL Classroom.” In Second and Foreign Language through Classroom Interaction, ed. by Joan Kelly Hall, and Lorrie Stoops, 180–200. Mahwah, N.J.: Lawrence Erlbaum Associates.
Mehan, Hugh. 1979. “‘What time is it, Denise?’: Asking Known Information Questions in Classroom Discourse.” Theory into Practice 281: 285–294.
Morell, Teresa. 2007. “What Enhances EFL Students’ Participation in Lecture Discourse? Student, Lecturer and Discourse Perspectives.” Journal of English for Academic Purposes 61: 222–237.
Mrazović, Pavica, and Zora Vukadinović. 1990. Gramatika srpskohrvatskog jezika za strance [A Grammar of Serbo-Croatian for Non-native Speakers]. Novi Sad: Dobra vest.
Mrazović, Pavica. 2009. Gramatika srpskog jezika za strance [Grammar of Serbian for Foreigners]. Novi Sad: Izdavačka knjižarnica Zorana Stojanovića.
Navaz, Abdul Majeed Mohamed. 2020. “Questions in English Medium Instruction Undergraduate Lectures in a Sri Lankan University: Why are they Important?” International Journal of Learning, Teaching and Educational Research 19 (12): 208–229.
Nesi, Hilary. 2001. “A corpus-based analysis of academic lectures across disciplines.” In Language Across Boundaries, ed. by Janet Cotterill, and Anne Ife, 201–218. London: BAAL.
Neuliep, James. 2018. Intercultural Communication: A Contextual Approach 7th ed. Thousand Oaks: Sage.
Netz, Hadar. 2016. “Designedly Incomplete Utterances and Student Participation.” Linguistics and Education 331: 56–73.
Olsen, Leslie, and Thomas Huckin. 1990. “Point-driven understanding in Engineering lecture comprehension.” English for Specific Purposes 9 (1): 33–48.
Papp, Klara K., and Frank B. Miller. 1996. “The Answer to Stimulating Lectures is the Question.” Medical Teacher 18 (2): 147–149.
Piper, Predrag, Ivana Antonić, Vladislava Ružić, Sreto Tanasić, Ljudmila Popović, and Branko Tošović. 2005. Sintaksa savremenog srpskog jezika [Syntax of Contemporary Serbian]. Beograd: Beogradska knjiga.
Rido, Akhyar. 2019. “What is Newton’s Law of Inertia?: The Use of Questions in Science Lectures.” Litera 18 (2): 312–325.
Quirk, Randolph, Sidney Greenbaum, Geoffrey Leech, and Jan Svartvik. 1985. A Comprehensive Grammar of the English Language. London and New York: Longman.
Sánchez García, Davinia. 2010. Classroom Interaction in University Settings: The Case of Questions in Three Disciplines. Universidad Complutense de Madrid, MA thesis.
Sánchez-García, Davinia. 2018. “Teacher Questioning: Exploring Student Interaction and Cognitive Engagement in Spanish and EMI University Lectures.” Porta Linguarum, Monograph 31: 103–120.
Scollon, Ron, and Suzanne Scollon. 1991. “Topic confusion in English-Asian discourse.” World Englishes 10 (2): 113–125.
Schleef, Erik. 2009. “A Cross-cultural Investigation of German and American Academic Style.” Journal of Pragmatics 41 (6): 1104–1124.
Sinclair, John MacHardy, and Malcolm Coulthard. 1975. Towards an Analysis of Discourse: The English Used by Teachers and Pupils. London: Oxford University Press.
Suviniitty, Jaana. 2010. “Lecturers’ Questions and Student Perception of Lecture Comprehension.” Helsinki English Studies 61: 44–57.
Šimić-Banović, Ružica. 2015. “Institutional Interaction in the Business Environment: Eastern European Versus Western European Countries.“ Zbornik Pravnog fakulteta u Zagrebu 65 (3–4): 439–480.
Thompson, Susan. 1998. “Why Ask Questions in Monologue? Language Choice at Work in Scientific and Linguistic Talk.” In Language at Work. Selected papers from the annual meeting of the British Association for Applied Linguistics held at the University of Birmingham, September 1997, ed. by Susan Hunston, 137–150. Clevedon, England: Multilingual Matters.
Tsui, Amy. 1992. “A Functional Description of Questions.” In Advances in Spoken Discourse Analysis, ed. by Malcolm Coulthard, 89–110. London: Routledge.