A study of L2 EAP learners’ performance in a simulated international conference: Three markers of interpersonal relationship in discussion sessions
The Asian Journal of Applied Linguistics. Volume 5, Issue 1. March 2018
PDF

Keywords

Speaking English for Academic Purposes
discussion sessions
conference presentations
genre
Chinese university students

How to Cite

Peng, H. (2018). A study of L2 EAP learners’ performance in a simulated international conference: Three markers of interpersonal relationship in discussion sessions. The Asian Journal of Applied Linguistics, 5(1), 130-141. Retrieved from https://caes.hku.hk/ajal/index.php/ajal/article/view/520

Abstract

Despite a growing interest in research on the spoken EAP genre of conference presentations, the Question and Answer session, which is now routinely embedded in such presentations, is under-researched. Particularly lacking is research on how L2 learners handle the shifting speaker-discussant relationship during discussion sessions. To explore this uncharted area, the study reported in this paper examined a group of eighteen L2 EAP learners in a simulated international conference with a focus on three interpersonal relationship markers, namely, how they opened the floor for discussion, what expressions they used for that occasion and the use of I think. Some pedagogical implications for EAP instruction are revealed.
PDF