| Abstract [eng] |
Spoken Academic Discourse: a Case Study of Seminars in Physics The present MA thesis contains the analysis of conversation strategies used in the conversations during seminars in physics. It is claimed in theoretical literature that academic discourse is notable for preciseness, objectivity and abstractedness, while mere facts, specific terms and concepts are dominating in academic language. Academic discourse usually predetermines the relation between persons performing different social roles (for instance, a lecturer and his students), between the speaker and his interlocutor. While students are likely to communicate on the same level with each other, a distance will probably be retained between the students and the lecturer with regard to the norms of politeness and the respect shown. Therefore, on the basis of the said theoretical presumptions, it is sought to find out whether the strategies applied in the seminars in physics create the distance between interlocutors which is common to academic discourse and whether solidarity is retained. The object of the present thesis refers to conversations during seminars in physics as well as strategies applied in the said conversations. The aim is to analyse the development strategies of the conversations applied during seminars in physics and to identify the peculiarities of their application as well as the relations which they help to maintain. It is sought to analyse the functions of conversation strategies applied in conversations during seminars in physics as well as the peculiarities of expression and to determine whether the strategies are employed as a means of creating and maintaining a close relation between the lecturer and the students or it is aimed at a distance. 11 recorded seminars which last 7 hours and 34 minutes are analysed in the thesis. The conversation analysis was chosen as a method. It can be seen from the material analysed that the strategies of questioning, approval, interruption, disagreement, attentive listening, repair and joking (laughing which is not related with joking is also important in terms of communication). In conclusion, it can be claimed that all the said conversation strategies are applied in order to maintain friendly relations and solidarity. Only several cases where noticed these lecturers reveal their higher status and institutional power directly. The nature of low distance communication is revealed by elements such as the usage of spoken language, the vocabulary common to the youth language and the slogan. In the case of these seminars the superiority of the lecturer is understood due to his more considerable experience and knowledge; however, the said participant of the conversation does not distinguish this aspect significantly and does not regard himself as superior with regard to others. It can be presumed that students are not afraid of conversations outside the boundaries of academic topics (for instance, raising questions on unclear matters) for this reason and they are not hesitant to touch upon topics not related with the field of physics (for instance, music is discussed). Therefore, in the present case of seminars in physics it is departed from the academic environment where it is common to keep a distance between interlocutors and to behave according to the social role attributed (lecturer-student). The author of the thesis assumes that the present MA thesis may be useful for not only specialists of applied linguistics or sociolinguistics, but also sociology and psychology researchers. As the present thesis is focused on relations created by means of conversations in an academic environment, the thesis may be relevant for the specialists of any academic field who aim at fluent communication. |
