Michael Robert GUEST - Academia.edu (original) (raw)
Papers by Michael Robert GUEST
In this chapter, we will discuss how to give effective openings in a CP. It is in the opening whe... more In this chapter, we will discuss how to give effective openings in a CP. It is in the opening where the speaker can establish rapport with an audience, develop an interpersonal dimension, create a ‘voice’ for him or herself, ground the tenor, and provide the audience with the rhetorical structure of the CP. Therefore, effective openings are essential in determining effective CP performance. But which discursive, rhetorical, and linguistic choices are most frequent? And which would be most effective according to the presentation type and content? The generic, linguistic, and rhetorical features of introductions and opening CP moves might initially seem peripheral when the presenter naturally wishes to focus upon the research content, but the choice of opening gambit must be given thorough consideration by those presuming to teach CP skills to novice researchers and academics, as well as novice researchers who hope to successfully present at international academic conferences, as the ...
Language Education in Asia, 2014
The aim of this paper is to introduce four areas of pedagogical importance for English for Specif... more The aim of this paper is to introduce four areas of pedagogical importance for English for Specific Purposes (ESP), particularly in terms of training for oral performances. These are: 1) transitional phrases 2) opening / closing gambits 3) strategic competence in dynamic speech events and 4) academic and formulaic lexical phrases. These four areas were selected after comparing discrete features of both effective and less effective English performances by non-native Englishspeaking medical professionals observed at international medical conferences held in Asia. The results of this field study suggest that specialist terminology is not an area that demands explicit pedagogical addressing and that absolute formal accuracy in English speech is not a decisive factor in performance efficacy for professionals within the Asian region. The resulting suggestions should help ESP teachers prioritize lesson contents to enable learners to deliver more effective oral performances within their respective professional and academic discourse communities.
Springer Texts in Education, 2018
Everybody makes mistakes in speech, particularly when under pressure and experiencing nerves, exp... more Everybody makes mistakes in speech, particularly when under pressure and experiencing nerves, exponentially so when trying to maintain an academic posture in front of an audience of peers. Consequently, many presenters suffer some type of breakdown, especially when performing a CP in one’s second or third language. But there are ways to deal with these problems gracefully and constructively. In this short chapter, I will outline a few common, helpful strategies for such cases.
Springer Texts in Education, 2018
This chapter will discuss some of the reasons behind the current flourishing of academic conferen... more This chapter will discuss some of the reasons behind the current flourishing of academic conferences as a social phenomenon, the related nomenclature, and their importance in establishing an academic identity or presence. We will also look at the typical structure of a conference and offer some pre-conference considerations for both presenters and general participants.
Springer Texts in Education, 2018
Fully participating in a conference implies not merely acquiring a conference badge and program, ... more Fully participating in a conference implies not merely acquiring a conference badge and program, but also initiating interactions, starting discussions, involving oneself in friendly conversations, and asking questions—both formal and informal. Benefitting from participation in conferences is a product of a two-way communication street. Of course, it is not the role of this book to teach readers how to carry out casual conversations, even if they occur within the conference milieu, let alone engage in deeper conversational analysis. However, although to some extent individual personality will be a deciding factor in terms of success in opening less formalized dialogues or interactions, this chapter aims to highlight some common discourse strategies, phrases, and interactive techniques observed and noted at academic conferences—many not highlighted in popular or commercial books—which readers may find useful.
e-Book available, please log-in on Member Area to access or contact our librarian.xv, 245 p
In this chapter, I will outline the process by which I obtained and analyzed the academic confere... more In this chapter, I will outline the process by which I obtained and analyzed the academic conference data that will be discussed in the following sections of the book. This will include an outline of the nature of the events attended, methods of analysis used, means of evaluation, and a short discussion on the application of grounded theory.
In this chapter, we will examine the relationship between presenter and audience by considering t... more In this chapter, we will examine the relationship between presenter and audience by considering the use of stance and engagement, as well as noting the pivotal role that the use of narrative plays in conference presentations.
Studies in Foreign Language Education, 2014
JALT Journal, 2000
Lexical study often sits at the periphery of English lessons and textbooks in Japan, meaning that... more Lexical study often sits at the periphery of English lessons and textbooks in Japan, meaning that learners and teachers alike fail to give lexis the attention that it deserves. What this suggests is that learners fail to utilize these fundamental building blocks of the language which could offer widespread benefits to their holistic English development. This limited exploratory study looks at the choices and selection criteria that various groups of learners used to select lexical items from a set text. These are compared with choices and criteria used by teachers, as well as the recommendations of scholars in the field. The author found that not only did choices vary considerably between learners and teachers, but also that these choices often did not correspond to an informed understanding of the nature of lexis. .!t~~WHi, 8 :~q:j3 It ~ ~~:tf~~9Hft~~IX{.t0) r:p1:IiN"~B9 tj ~ 0) c:1f X.
Springer Texts in Education
We investigate the following problem: given a sample of classified strings, find a first-order se... more We investigate the following problem: given a sample of classified strings, find a first-order sentence of minimal quantifier rank that is consistent with the sample. We represent strings as successor string structures, that is, finite structures with unary predicates to denote symbols in an alphabet, and a successor relation. We use results of the Ehrenfeucht-Fraïssé game over successor string structures in order to design an algorithm to find such sentence. We use conditions characterizing the winning strategies for the Spoiler on successor strings structures in order to define formulas which distinguish two strings. Our algorithm returns a boolean combination of such formulas.
Springer Texts in Education, 2018
In this chapter, we will discuss the relevance of the emergence of ELF in terms of its applicatio... more In this chapter, we will discuss the relevance of the emergence of ELF in terms of its application to the ESP/EAP classroom, the psychological impact upon NNES for academic conference discourse, and the related issue of developing or mastering intelligible pronunciation. In this section, I will attempt to perform a bit of ‘pathology’—suggesting that much of the anxiety associated with CPs is self-inflicted and preventable. I will advocate a type of cognitive therapy as a possible treatment—meaning that the way we view English, who we think allegedly ‘owns’ it, and what we believe the intrinsic function or purpose of a CP is—can positively or negatively influence performance. I’ll suggest that certain popular preemptive remedies, such as focusing heavily upon fixing ‘accents’ to approximate a NES model and concentrating on attaining lexico-grammatical perfection in speech, far from being curative priorities, can actually serve as impediments to producing effective performance outcomes.
Springer Texts in Education, 2018
Springer Texts in Education, 2018
The Q&A or discussion session (hereafter ‘DS’) is considered to be a quintessential feature o... more The Q&A or discussion session (hereafter ‘DS’) is considered to be a quintessential feature of not only the CP itself but one of the key events of the academic conference in general. The DS is where research hypotheses are truly tested—by the judgment of one’s peers. As a result, given the combination of the open-ended, unpredictable nature of these sessions along with the heightened possibility of facing criticism, DSs can be the most stressful part of the entire conference experience, particularly for NNES and novice presenters. In this chapter, we will discuss the academic foundations underlying DS discourse, some of the common DS coping strategies used by effective presenters, the expected role of discussants in DSs, and some of the vagaries associated with this distinctive conference speech event.
Springer Texts in Education, 2018
In this chapter, we will examine the socially semiotic nature of the academic conference as it is... more In this chapter, we will examine the socially semiotic nature of the academic conference as it is manifested in terms of genre analysis and mode. This will be examined particularly through the binary relationships of spoken vs. written modes, science vs. the humanities, and dialogue vs. monologue.
Springer Texts in Education, 2018
Explicit, detailed outlines are standard fare in RPs and, as a result, are often incorporated int... more Explicit, detailed outlines are standard fare in RPs and, as a result, are often incorporated into CPs as a core presentation ‘move.’ But does the multimodal, real-time nature of the CP demand such an approach, particularly when it comes to FP/PSs? This chapter questions the role and function of explicit CP outlines. My observations suggest that effective CP presenters often minimize or completely bypass the use of explicit verbal outlines and instead either incorporate the outline into an extension or paraphrase of the title slide or by reformulating (usually through reduction) the presentation outline information that is visible to the audience as written slide text.
In this chapter, we will discuss how to give effective openings in a CP. It is in the opening whe... more In this chapter, we will discuss how to give effective openings in a CP. It is in the opening where the speaker can establish rapport with an audience, develop an interpersonal dimension, create a ‘voice’ for him or herself, ground the tenor, and provide the audience with the rhetorical structure of the CP. Therefore, effective openings are essential in determining effective CP performance. But which discursive, rhetorical, and linguistic choices are most frequent? And which would be most effective according to the presentation type and content? The generic, linguistic, and rhetorical features of introductions and opening CP moves might initially seem peripheral when the presenter naturally wishes to focus upon the research content, but the choice of opening gambit must be given thorough consideration by those presuming to teach CP skills to novice researchers and academics, as well as novice researchers who hope to successfully present at international academic conferences, as the ...
Language Education in Asia, 2014
The aim of this paper is to introduce four areas of pedagogical importance for English for Specif... more The aim of this paper is to introduce four areas of pedagogical importance for English for Specific Purposes (ESP), particularly in terms of training for oral performances. These are: 1) transitional phrases 2) opening / closing gambits 3) strategic competence in dynamic speech events and 4) academic and formulaic lexical phrases. These four areas were selected after comparing discrete features of both effective and less effective English performances by non-native Englishspeaking medical professionals observed at international medical conferences held in Asia. The results of this field study suggest that specialist terminology is not an area that demands explicit pedagogical addressing and that absolute formal accuracy in English speech is not a decisive factor in performance efficacy for professionals within the Asian region. The resulting suggestions should help ESP teachers prioritize lesson contents to enable learners to deliver more effective oral performances within their respective professional and academic discourse communities.
Springer Texts in Education, 2018
Everybody makes mistakes in speech, particularly when under pressure and experiencing nerves, exp... more Everybody makes mistakes in speech, particularly when under pressure and experiencing nerves, exponentially so when trying to maintain an academic posture in front of an audience of peers. Consequently, many presenters suffer some type of breakdown, especially when performing a CP in one’s second or third language. But there are ways to deal with these problems gracefully and constructively. In this short chapter, I will outline a few common, helpful strategies for such cases.
Springer Texts in Education, 2018
This chapter will discuss some of the reasons behind the current flourishing of academic conferen... more This chapter will discuss some of the reasons behind the current flourishing of academic conferences as a social phenomenon, the related nomenclature, and their importance in establishing an academic identity or presence. We will also look at the typical structure of a conference and offer some pre-conference considerations for both presenters and general participants.
Springer Texts in Education, 2018
Fully participating in a conference implies not merely acquiring a conference badge and program, ... more Fully participating in a conference implies not merely acquiring a conference badge and program, but also initiating interactions, starting discussions, involving oneself in friendly conversations, and asking questions—both formal and informal. Benefitting from participation in conferences is a product of a two-way communication street. Of course, it is not the role of this book to teach readers how to carry out casual conversations, even if they occur within the conference milieu, let alone engage in deeper conversational analysis. However, although to some extent individual personality will be a deciding factor in terms of success in opening less formalized dialogues or interactions, this chapter aims to highlight some common discourse strategies, phrases, and interactive techniques observed and noted at academic conferences—many not highlighted in popular or commercial books—which readers may find useful.
e-Book available, please log-in on Member Area to access or contact our librarian.xv, 245 p
In this chapter, I will outline the process by which I obtained and analyzed the academic confere... more In this chapter, I will outline the process by which I obtained and analyzed the academic conference data that will be discussed in the following sections of the book. This will include an outline of the nature of the events attended, methods of analysis used, means of evaluation, and a short discussion on the application of grounded theory.
In this chapter, we will examine the relationship between presenter and audience by considering t... more In this chapter, we will examine the relationship between presenter and audience by considering the use of stance and engagement, as well as noting the pivotal role that the use of narrative plays in conference presentations.
Studies in Foreign Language Education, 2014
JALT Journal, 2000
Lexical study often sits at the periphery of English lessons and textbooks in Japan, meaning that... more Lexical study often sits at the periphery of English lessons and textbooks in Japan, meaning that learners and teachers alike fail to give lexis the attention that it deserves. What this suggests is that learners fail to utilize these fundamental building blocks of the language which could offer widespread benefits to their holistic English development. This limited exploratory study looks at the choices and selection criteria that various groups of learners used to select lexical items from a set text. These are compared with choices and criteria used by teachers, as well as the recommendations of scholars in the field. The author found that not only did choices vary considerably between learners and teachers, but also that these choices often did not correspond to an informed understanding of the nature of lexis. .!t~~WHi, 8 :~q:j3 It ~ ~~:tf~~9Hft~~IX{.t0) r:p1:IiN"~B9 tj ~ 0) c:1f X.
Springer Texts in Education
We investigate the following problem: given a sample of classified strings, find a first-order se... more We investigate the following problem: given a sample of classified strings, find a first-order sentence of minimal quantifier rank that is consistent with the sample. We represent strings as successor string structures, that is, finite structures with unary predicates to denote symbols in an alphabet, and a successor relation. We use results of the Ehrenfeucht-Fraïssé game over successor string structures in order to design an algorithm to find such sentence. We use conditions characterizing the winning strategies for the Spoiler on successor strings structures in order to define formulas which distinguish two strings. Our algorithm returns a boolean combination of such formulas.
Springer Texts in Education, 2018
In this chapter, we will discuss the relevance of the emergence of ELF in terms of its applicatio... more In this chapter, we will discuss the relevance of the emergence of ELF in terms of its application to the ESP/EAP classroom, the psychological impact upon NNES for academic conference discourse, and the related issue of developing or mastering intelligible pronunciation. In this section, I will attempt to perform a bit of ‘pathology’—suggesting that much of the anxiety associated with CPs is self-inflicted and preventable. I will advocate a type of cognitive therapy as a possible treatment—meaning that the way we view English, who we think allegedly ‘owns’ it, and what we believe the intrinsic function or purpose of a CP is—can positively or negatively influence performance. I’ll suggest that certain popular preemptive remedies, such as focusing heavily upon fixing ‘accents’ to approximate a NES model and concentrating on attaining lexico-grammatical perfection in speech, far from being curative priorities, can actually serve as impediments to producing effective performance outcomes.
Springer Texts in Education, 2018
Springer Texts in Education, 2018
The Q&A or discussion session (hereafter ‘DS’) is considered to be a quintessential feature o... more The Q&A or discussion session (hereafter ‘DS’) is considered to be a quintessential feature of not only the CP itself but one of the key events of the academic conference in general. The DS is where research hypotheses are truly tested—by the judgment of one’s peers. As a result, given the combination of the open-ended, unpredictable nature of these sessions along with the heightened possibility of facing criticism, DSs can be the most stressful part of the entire conference experience, particularly for NNES and novice presenters. In this chapter, we will discuss the academic foundations underlying DS discourse, some of the common DS coping strategies used by effective presenters, the expected role of discussants in DSs, and some of the vagaries associated with this distinctive conference speech event.
Springer Texts in Education, 2018
In this chapter, we will examine the socially semiotic nature of the academic conference as it is... more In this chapter, we will examine the socially semiotic nature of the academic conference as it is manifested in terms of genre analysis and mode. This will be examined particularly through the binary relationships of spoken vs. written modes, science vs. the humanities, and dialogue vs. monologue.
Springer Texts in Education, 2018
Explicit, detailed outlines are standard fare in RPs and, as a result, are often incorporated int... more Explicit, detailed outlines are standard fare in RPs and, as a result, are often incorporated into CPs as a core presentation ‘move.’ But does the multimodal, real-time nature of the CP demand such an approach, particularly when it comes to FP/PSs? This chapter questions the role and function of explicit CP outlines. My observations suggest that effective CP presenters often minimize or completely bypass the use of explicit verbal outlines and instead either incorporate the outline into an extension or paraphrase of the title slide or by reformulating (usually through reduction) the presentation outline information that is visible to the audience as written slide text.