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The role of input flood and input enhancement in EFL learners’ acquisition of collocations
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BASE
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Teaching spoken discourse markers explicitly: A comparison of III and PPP
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Spoken corpus linguistics : from monomodal to multimodal
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MPI-SHH Linguistik
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Listening for needles in haystacks: how lecturers introduce key terms
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Abstract:
The present paper reports on a corpus-based study of university lecture discourse aimed at identifying linguistic patterns that may be useful for students to notice when taking notes. One of the most ubiquitous patterns, found following a qualitative analysis of lexical bundles (i.e. multi-word strings) extracted from the corpus, relates to the function of introducing key terms and concepts in lectures. It was found that while some formulae seem to help students notice when a lecturer is defining a key term or concept, there are still many other devices employed by teachers when realizing the same function that students are likely to miss, or which could possibly be confusing.
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Keyword:
Article
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URL: https://doi.org/10.1093/elt/cct020 http://eltj.oxfordjournals.org/cgi/content/short/cct020v1
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12 |
Formality in digital discourse: a study of hedging in CANELC
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15 |
Discourse of 'transformational leadership' in infection control
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In: Health ; 12 ; 4 ; 479-499 (2012)
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Capturing context for heterogeneous corpus analysis: some first steps
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