|Tipo di tesi||Tesi di laurea magistrale|
|Titolo||STRATEGIE COMUNICATIVE NEI CORSI INSEGNATI IN INGLESE: DIVERSI CORPORA A CONFRONTO|
|Titolo in inglese||COMMUNICATIVE STRATEGIES IN ENGLISH-TAUGHT COURSES: A CORPUS-BASED ANALYSIS|
|Struttura||Dipartimento di Studi Linguistici e Culturali|
|Corso di studi||LANGUAGES FOR COMMUNICATION IN INTERNATIONAL ENTERPRISES AND ORGANIZATIONS - LINGUE PER LA COMUNICAZIONE NELL'IMPRESA E NELLE ORGANIZZAZIONI INTERNAZIONALI|
|Data inizio appello||2018-04-17|
|Disponibilità||Accesso limitato: si può decidere quali file della tesi rendere accessibili. Disponibilità mixed (scegli questa opzione se vuoi rendere inaccessibili tutti i file della tesi o parte di essi)|
|Data di rilascio||2058-04-17|
L’EMI (English Medium Instruction) è l’argomento che ho deciso di affrontare in questa tesi di ricerca. Tale fenomeno caratterizza corsi universitari dove l’inglese viene usato come unica lingua veicolare d’insegnamento. Si tratta di un fenomeno che rientra nell’uso dell’ELF (English as a Lingua Franca) e che è ampiamente diffuso nei contesti accademici europei e da qualche decennio in netta ascesa anche in quello italiano. L’insegnamento in EMI, così come quello veicolato in qualsiasi altra lingua, deve ovviamente garantire agli studenti il più efficace apprendimento possibile. È qui che entrano in gioco delle strategie comunicative che gli insegnanti attivano durante le loro lezioni in EMI, strategie che sono state il vero e proprio oggetto della mia analisi.
EMI (English Medium Instruction) is the topic which I have focused on in this dissertation thesis. This phenomenon deals with the use of ELF (English as a Lingua Franca) as a common means to teach academic subjects in non-Anglophone countries. EMI is widely spread in the European higher education system, and it has been gaining momentum for a few decades within the Italian academia, too. English-taught courses, just like those which are taught in any other language, need to let students achieve their expected learning outcomes easily and successfully. In order for this aim to be achieved, EMI lecturers adopt a great variety of communicative and pragmatic strategies when teaching in EMI. These strategies have been the focus of my analysis. As a student of a master’s degree programme where EMI is used, I was able to collect a corpus of authentic English-taught lessons in order to carry out a corpus-based analysis on them. The three courses included in the corpus dealt with three different subjects and were taught by three different lecturers. The methods I have used in the analysis have mainly replicated those used by Gotti (2014), who has carried out a similar analysis on EMI-taught courses by focusing on three macro-categories of communicative strategies, namely explanatory, metadiscursive and cooperative strategies. This methodology proved extremely important because I was able to categorize strategies easily and to assess the most general trends concerning their actual use. Apart from the corpus-based analysis, I have interviewed the lecturers in order to collect their opinions on their recent EMI teaching experience. These interviews were meant to check if some of the results yielded by my corpus-based analysis were confirmed by the lecturers’ opinions. By comparing the results of the corpus-based analysis with those of the interviews I realized that communicative strategies are not just adopted by lecturers on a spur-of-the-moment basis, so when strictly necessary. On the contrary, they are part of the macro-strategic approach that lecturers follow in order to teach successfully in EMI. As a matter of fact, communicative strategies help lecturers improve the clarity and intelligibility of their explanations (explanatory strategies), but create also the most appropriate conditions that pave the way for explanations to be provided properly (metadiscursive strategies) as well as favour, stimulate and trigger students’ participation and interest during the lecture (cooperative strategies).