<p>This dissertation investigates the linguistic
features of engagement in spoken academic online and face-to-face instruction
in mathematics on two platforms: Khan Academy and MIT OpenCourseWare. In
particular, the study analyses involvement features (personal pronouns and deixis)
and interactional features (response elicitors, direct hypothetical reported
speech). Using corpus linguistics methodology and register analysis framework
(Biber &Conrad, 2009), I investigated normed frequency of occurrence for
these features and multi-word expressions which contain them to reveal patterns
of use. Additionally, I investigated the function of these features in
concordance lines to reveal their use to engage audience in the learning
process. The findings of this study suggests that Khan Academy instruction in
mathematics relies on using conversational and academic spoken features similar
to those found in the MIT lecture corpus, including frequent use of personal
pronouns (especially <i>we)</i>, and response
elicitors (<i>right?)</i>. The format of online
video instruction also elicits more use of spatial deixis to draw attention to
the elements on the virtual board. The findings of this exploratory study add
to the growing literature on language used for educational purposes in online
environments, especially the online academic spoken discourse.</p>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/8046305 |
| Date | 14 May 2019 |
| Creators | Aleksandra M Swatek (6638066) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY-NC-SA 4.0 |
| Relation | https://figshare.com/articles/THE_LANGUAGE_OF_ENGAGEMENT_IN_MATH_INSTRUCTIONAL_VIDEO_TUTORIALS_A_CORPUS-BASED_STUDY/8046305 |
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