A corpus-based analysis of discourse strategy use by English-Medium Instruction university lecturers in Turkey

Fatma Ege, Doğan Yüksel, Samantha Curle

Research output: Contribution to journalArticlepeer-review

Abstract

This article reports a descriptive study that analyzed the discourse strategies used by Turkish university lecturers when delivering academic content in English. Through non-participant observation of English-Medium Instruction (EMI) lessons delivered by seven lecturers from five universities, a corpus of 13 h of recorded data was constructed. The lecturers' strategic language behaviors were identified and categorized based on the taxonomy developed by Dörnyei and Scott (1995), later elaborated by Sánchez-García, (2019). Corpus-based analysis revealed that the lecturers employed a wide range of discourse strategies, the majority of which were fillers, self-rephrasing, and code-switching. Thematic analysis showed that these discourse strategies offered two chief functions: (i) to cope with linguistic issues and (ii) to further students' comprehension. The results also revealed that most strategies only have medium communicative potential. This study highlights the necessity and significance of lecturer professional development to enhance the quality of EMI provision through the employment of discourse strategies that warrant greater communicative potential.
Original languageEnglish
Article number101125
JournalJournal of English for Academic Purposes
Volume58
Early online date10 May 2022
DOIs
Publication statusPublished - 31 Jul 2022

Keywords

  • Communicative potential
  • Discourse strategies
  • EMI lecturers
  • English-medium instruction
  • Higher education

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

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