{"title":"University Students’ Perceptions of Their Lecturer's Use of Evaluative Language in Oral Feedback","authors":"Xiaoling Jin , Zhoulin Ruan","doi":"10.1016/j.linged.2023.101233","DOIUrl":null,"url":null,"abstract":"<div><p>This study investigates university students’ perceptions of their lecturer's use of evaluative language in the oral feedback on their presentation performance. Using <span>appraisal</span> as the analytical framework, we examine the lecturer's use of evaluative language in oral feedback and students’ perceptions of the effects of evaluative language features. Results show that: 1) evaluative language carrying intensified attitudinal meanings closely relevant to students’ effort and performance is perceived as a desirable option to provide specific oral feedback; and 2) questions are regarded as an evaluative device to formulate communicative feedback for academic presentations. The study concludes that students need to understand the use of evaluative language, especially those related to the constructions of a dialogic voice when lecturers invite alternative viewpoints to be discussed in the feedback process. This study highlights students’ interpretations of feedback in the oral feedback process and pedagogical implications for providing oral feedback to facilitate learning.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistics and Education","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S089858982300092X","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study investigates university students’ perceptions of their lecturer's use of evaluative language in the oral feedback on their presentation performance. Using appraisal as the analytical framework, we examine the lecturer's use of evaluative language in oral feedback and students’ perceptions of the effects of evaluative language features. Results show that: 1) evaluative language carrying intensified attitudinal meanings closely relevant to students’ effort and performance is perceived as a desirable option to provide specific oral feedback; and 2) questions are regarded as an evaluative device to formulate communicative feedback for academic presentations. The study concludes that students need to understand the use of evaluative language, especially those related to the constructions of a dialogic voice when lecturers invite alternative viewpoints to be discussed in the feedback process. This study highlights students’ interpretations of feedback in the oral feedback process and pedagogical implications for providing oral feedback to facilitate learning.
期刊介绍:
Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.