| 1. |
- Malmström, Hans, 1980
(författare)
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“Listen and Understand What I Am Saying”: Church-Listening As a Challenge for Non-Native Listeners of English in the United Kingdom
- 2015
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Ingår i: International Journal of Listening. - : Informa UK Limited. - 1090-4018 .- 1932-586X. ; 29:1, s. 50-64
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Tidskriftsartikel (refereegranskat)abstract
- This article uses computer-assisted analysis to study the listening environment provided by Bible readings and preaching during church services. It focuses on the vocabulary size needed to com- prehend 95% and 98% of the running words of the input (lexical coverage levels indicating comprehension in connection with listening) and on the place of infrequent vocabulary in liturgi- cal discourse. The finding that 4,000 words and 7,000 words, respectively, are needed to reach the target levels for lexical coverage suggests that non-native listeners with vocabularies of just a few thousand words may be seriously challenged by church listening.
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| 2. |
- Malmström, Hans, 1980
(författare)
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Preaching in uncertain terms: the place of hedging language in contemporary sermonic discourse
- 2015
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Ingår i: Functions of Language. - : John Benjamins Publishing Company. - 0929-998X .- 1569-9765. ; 22:3, s. 332-361
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates hedging (standardly assumed to express uncertainty, plausible reasoning and the like) in contemporary sermonic discourse as represented by sermon manuscripts and transcriptions of preacher interviews from three Christian denominations in the UK. The article addresses three research questions: (i) To what extent is preaching employed as a discursive resource during preaching; (ii) What form does hedging take in sermonic discourse; and (iii) What are preachers’ rationale for hedging? The results suggest that hedging is indeed of central concern in sermonic discourse with some kind of hedging device being called upon once every 32 seconds. When preachers hedge they rely on standard and transparent linguistic expressions that typically perform this discourse function, and the repertoire includes both ‘conversational’ hedges and hedges that recall practices characteristic of written academic discourse. When preachers self-report on their rationale for hedging a multitude of different discourse functions become apparent. However, it seems that hedging is rarely used to convey lack of epistemic confidence; rather, hedging is seen as a productive interpersonal means to address one of the main objectives of contemporary, turn-to-the-listener, preaching – namely acknowledging sermon listeners as active partners in a sermonic experience.
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| 3. |
- Malmström, Hans, 1980
(författare)
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What is your darkness? An empirical study of interrogative practices in sermonic discourse
- 2015
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Ingår i: International Journal of Practical Theology. - : Walter de Gruyter GmbH. - 1430-6921 .- 1612-9768. ; 19:2, s. 247-270
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Tidskriftsartikel (refereegranskat)abstract
- This paper is an interdisciplinary (linguistic-homiletic) data-driven analysis of interrogative practices in contemporary preaching, where questions are treated as devices evoking sermon listener engagement. The analysis focuses on the distribution of questions in preaching, the types of questions used, and the location of questions in sermons, all of which are aspects of interrogatives with direct implications for the interpersonal nature of preaching. The investigation concludes by considering preachers' rationale for using questions, highlighting the multifunctional potential of sermon questions. The findings and the discussions in here will contribute to a more nuanced continued discussion within the homiletics community concerning the "place" of questions in preaching.
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| 4. |
- Mežek, Špela, et al.
(författare)
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Learning subject-specific L2 terminology : The effect of medium and order of exposure
- 2015
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Ingår i: English for specific purposes (New York, N.Y.). - : Elsevier BV. - 0889-4906 .- 1873-1937. ; 38, s. 57-69
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Tidskriftsartikel (refereegranskat)abstract
- In the globalised university environment, many university students are expected to learn subject-specific terminology in both the local language and the L2 (English) by learning from two media in two different languages: lectures in the local language and reading in L2 English. These students' bilingual learning is greatly affected by the learning strategies they employ. An experiment was designed to investigate the effects of student choice of learning media and the order of media on their learning and perception of learning of terminology in English. The results confirm that added exposure to terminology in different media, even in different languages, contributes to learning and show that, in some circumstances, learning terminology from reading may be more effective than learning it from a lecture. The results also show that students do not correctly judge their knowledge of terms learnt from different media in different languages and that they underestimate knowledge gained from reading in L2. Implications for teaching are discussed.
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| 5. |
- Pecorari, Diane, et al.
(författare)
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Reading in tertiary education : Undergraduate student practices and attitudes
- 2012
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Ingår i: Quality in Higher Education. - : Informa UK Limited. - 1353-8322 .- 1470-1081. ; 18:2, s. 235-256
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports the findings of a study of undergraduate student use of, and attitudes toward, textbooks and other assigned reading. More than 1200 students of various subjects at three Swedish universities were surveyed. Most students said reading played an important role in learning generally and attributed positive characteristics to their textbooks. However, students’ self-reported reading behaviour was at odds with these attitudes, with many students reporting some degree of non-compliance with reading assignments and a small group of students expressing active resistance to completing reading assignments. Although textbooks were perceived as valuable, students reported a preference for learning course content from other resources, such as lectures and lecture notes. Textbooks were perceived as alternatives, rather than complements, to attending class. Differences were found across academic disciplines. Implications of these findings for educational administration and classroom practice are discussed.
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