جنسیت و زبان: چگونگی بیان اهمیت در سخنرانی های علمی کلاسی انگلیسی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دانشگاه کوثر بجنورد

2 مجتمع آموزش عالی اسفراین

چکیده

هدف از انجام این پژوهش بررسی ویژگی‌های زبانی سخنرانی‌های علمی کلاسی انگلیسی است که استادان دانشگاه در هر جلسه بکار می‌برند. به‌طور خاص، این پژوهش کوشیده چگونگی پررنگ کردن مطالب مهم سخنرانی‌های کلاسی انگلیسی توسط استادان مرد و زن را بررسی کند. انجام این پژوهش مبتنی بر یک روش پژوهش پیکره‌محور، ترکیبی از طرح اکتشافی و تجزیه‌وبررسی کلامی است. برای این هدف، پیکرهء بیس با 160 سخنرانی علمی بررسی شد. نتیجهء بررسی ویژگی‌های کلامی این سخنرانی‌‌ها نشان داد، صرف‌نظر از جنسیت سخنران، اهمیت مطلب را می-توان با استفاده از پنج روش (1) سازماندهی کلام، (2) وضعیت مطلب، (3) پوشش موضوع، (4) ارتباط با امتحان و (5) هم‌کنش با مخاطب بیان کرد. افزون بر این، نتایج نشان داد، بیان اهمیت به بایستگی آشکارا و با استفاده از صفات و قیود ارزیابی انجام نمی‌شوند. همچنین، مشخص شد جهت‌گیری نشانگر به متن، ارائه‌کننده و هم‌کنشی تا حد زیادی به‌نوع نشانگر بستگی دارد. افزون بر این، یافته‌ها حاکی از این است که استادان زن بیشتر از استادان مرد به هم‌کنش با مخاطب گرایش دارند.

کلیدواژه‌ها


عنوان مقاله [English]

Gender and Language: Signalling Importance in English Academic Lectures

نویسنده [English]

  • Javad Zare 1
1 Kosar University of Bojnord
چکیده [English]

This paper reports on a study which explored importance marking in English academic lectures by male and female faculty members. The purpose of study was to investigate importance marking across gender. The method of study was corpus-driven, mixed-methods, and discourse analytic. Importance marking was investigated in the 160 English academic lectures of the BASE corpus. The results of the study showed that, regardless of the gender of the lecturer, importance marking takes place through (1) organizing the lecture into points and non-points, (2) using evaluative adjectives and adverbs such as important and more importantly, (3) indicating the extended coverage of topics, (4) relating the content of the lecture to exam and assessment, and (5) interaction with the audience. Additionally, it was found that importance marking does not necessarily involve using evaluative adjectives and adverbs. It can be done both explicitly and implicitly. Moreover, it was observed that orientation of the importance marker depends on its function. Finally, female lecturers were found to involve the audience more frequently than male lecturers.

کلیدواژه‌ها [English]

  • English academic lecture
  • discourse organization
  • audience engagement
  • evaluative language
  • corpus-driven
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