Almut Koester's research while affiliated with Wirtschaftsuniversität Wien and other places

... El artículo de Koester (2013) para la Encyclopedia of Applied Linguistics sobre el inglés con fines ocupacionales (equivalente al inglés con fines profesionales y, junto con el inglés con fines académicos, constituyente del inglés para fines específicos) es un ejemplo claro de muchas de las cosas que hemos visto hasta aquí. ...

Reference:

Comunicación Interpersonal en Lenguas para Fines Específicos. Bases para una Integración de Competencias.

... Cognitive findings are believed to be consistent with instruction, which is proved by the appearance of a practice-oriented direction in cognitive research called Applied Cognitive Linguistics (ACL) concerned with acquisitional and pedagogical implications of cognitive science in S/FL teaching/learning [50]. The advocates of this approach suggest that construal, prototypicality, categorization, embodiment, metaphor/metonymy, language awareness are the cognitive operations or mechanisms that are relevant to didactic application to S/FL learning [35], [36], [50], [25]. ...

Reference:

Cognitive research in pedagogy: conceptual metaphor in CLIL-economics

... Although several BIM guidelines have been published, comprehensive plans for data use are lacking throughout the project lifecycle and stakeholders lack access to the information required to run the BIM efficiently (Halttula, 2020). Construction is a multidisciplinary industry with groups of professionals who use distinct terminologies (Handford and Koester, 2019), which makes information communication challenging. As a result, a consistent data interchange mechanism is required. ...

Reference:

Productization and product structure enabling BIM implementation in construction

... Hedges, a common feature of business meetings, were found to be particularly frequent in the transactional stages of meetings, e.g., 'And I think it would be worth just covering some of those', thus mitigating potentially face-threatening acts (Handford, 2010: 167). Another study by Handford (2014), drawing on insights from intercultural studies and identity studies, investigated we within a framework of national identity, organisational identity and a local use of we, illustrating the necessity of a close reading of longer stretches of text to fully understand this feature (see Koester and Handford (2018) for a study on turn-taking and the discourse patterns used to perform hypothetical reported speech). ...

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9 CORPUS-BASED DISCOURSE ANALYSIS

... Consequently, these expressions are considered 'the last and most challenging hurdle' in achieving near native-like performance in a second language (Spöttl & McCarthy, 2004, p. 191). EFL learners also tend to lack a broad knowledge of formulaic expressions (Nguyen & Webb, 2016), make collocation errors (Nesselhauf, 2005), misunderstand idioms in academic lectures (Littlemore, Chen, Koester, & Barnden, 2011), fail to notice formulaic expressions, (Martinez & Murphy, 2011), and struggle with rote learning the form of formulaic expressions (Lin, 2021;Wray & Fitzpatrick, 2008). ...

Reference:

Corpus linguistics and formulaic language acquisition

... Mayes 1990;Myers 1999), is a frequent discursive resource in business meetings. 1 Although it has been established in research that hypothetical talk can be used by meeting participants to explore ideas which may lead to institutional action without these ideas being immediately dismissed out of hand (Koester 2014;Koester and Handford 2018), the formation of stance through the use of hypothetical talk in business meetings has not been explored in depth. Yet, having 1 Specifically in business meetings, Koester (2014) and Koester and Handford (2018), confirm the frequent use of hypothetical reported speech (HRS), i.e., reported speech that is framed as hypothetical. ...

Reference:

Formulating hypothetical talk: An action-driven approach to communicating stance in business meetings

... The notion of face originates in the work of Goffman (1967), and has developed dynamically and comprehensively from a pragmatic perspective (e.g., Matsumoto, 1988;Gu, 1990;Janney & Arndt, 1993;Bargiela-Chiappini, 2003;Watts, 2003). While their approach will not be entirely applied, the notions of "positive" and "negative" face are still relevant to areas of institutional discourse, including politeness, power, conflict, and convergence (Spencer-Oatey, 2000;Handford & Koester, 2010). According to Brown & Levinson's (1987:61) face theory, a social interaction is characterized by the desire of each participant to enable their positive and negative face wants to be met, i.e., the wants or needs for praise and admiration and the desire for freedom from imposition. ...

Reference:

Saving and Maintaining Face: Metapragmatic Expressions in BELF Meetings

... In fact, when compared with conversation, newspapers or fiction, written academic discourse in English features the highest density of metaphors, where it fulfils ideational, interpersonal and textual functions (Steen et al., 2010;Herrmann, 2013). Academics also employ a great deal of metaphor in their spoken interactions: lecturers use metaphor to explain and evaluate concepts, to organise their discourse, frame problems, or change topics (Corts and Pollio, 1999;Low, 2010;Low et al., 2008), not only when addressing large audiences and but also when mentoring students individually (Alejo-Gonz alez, 2022;MacArthur, 2016a, MacArthur et al., 2015. Given the importance of metaphor in academic communication, then, it is somewhat surprising to find that this aspect of academic talk has received little or no attention when English is being used as a lingua franca (ELF), even though the use of English as the medium of instruction (EMI) has become increasingly prevalent in under-and postgraduate degree courses across Europe. ...

Reference:

Beyond idioms, the use of metaphor in ELF academic settings: A comprehensive review