The Academic Functions of Conference Discourse

Part of the Springer Texts in Education book series (SPTE)


In this chapter, we will examine some of the academic metafunctions of conferences. The need for the conference attendee to establish identity within the situated event of the conference, including its agnate events, and its role in reaffirming the researcher’s position within the discourse community will be discussed, particularly in regard to the core phenomenon of conference discourse as being a type of ‘semiotic spanning.’


Academic Discourse Community Nevus Senescence Speech Event Workplace Discourse Academic Conferences 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Bakhtin, M. M., Holquist, M., & Emerson, C. (1986). Speech genres and other late essays. Austin: University of Texas Press.Google Scholar
  2. Bartholomae, D. (1986). Inventing the university. Journal of Basic Writing, 5, 4–23.Google Scholar
  3. Barton, D. (1994). Literacy: an introduction to the ecology of written language. Oxford: Blackwell.Google Scholar
  4. Belcher, T., & Trowler, P. R. (2001). Academic tribes and territories: Intellectual enquiry and the cultures of disciplines. Open University Press.Google Scholar
  5. Bhatia, V. K. (1993). Analysing genre: Language use in professional settings. London: Longman.Google Scholar
  6. Canagarajah, S. (2002). Critical academic writing and multilingual students. Oxford: Oxford University Press.CrossRefGoogle Scholar
  7. Carter-Thomas, S., & Rowley-Jolivet, E. (2003). Analysing the scientific conference presentation: A methodological overview of a multimodal genre. ASp, 39–40, 59–72.CrossRefGoogle Scholar
  8. Charles, C., & Ventola, E. (2002). A multi-semiotic genre: The conference slide show. In E. Ventola, C. Shalom, & S. Thompson (Eds.), The language of conferencing (pp. 169–209). Frankfurt, Germany: Peter Lang.Google Scholar
  9. Christie, F., & Rothery, J. (1989). Genres and writing: A response to Michael Rosen. English in Australia, 90, 3–12.Google Scholar
  10. Conrad, S., & Mauranen, A. (2003). The corpus of English as lingua franca in academic settings. TESOL Quarterly, 37(3), 513–527.CrossRefGoogle Scholar
  11. Cutting, J. (2002). Pragmatics and discourse. A resource book for students. London: Routledge.Google Scholar
  12. Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge.Google Scholar
  13. Hill, M., & Storey, A. (2003). SpeakEasy: Online support for oral presentation skills. ELT Journal, 57(4), 370–376. Scholar
  14. Hyland, K. (2009). Academic Discourse. London: Continuum.Google Scholar
  15. Hyland, K. (2010). Metadiscourse: Mapping interactions in academic writing. Nordic journal of English Studies. Special Issue on Metadiscourse. 9(2), 125–143.Google Scholar
  16. Johns, A. M. (1997). Text, role, and context: Developing academic literacies. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  17. Killingsworth, M. J., & Gilbertson, M. K. (1992). Signs, genres, and communication in technical communication. Amityville, NY: Baywood.Google Scholar
  18. Mauranen, A., Pérez-Llantada, C., & Swales, J. M. (2010). Academic Englishes: A standardised knowledge? In A. Kirkpatrick (Ed.) The world Englishes handbook, (pp. 634–652).Google Scholar
  19. Anthony L, Gupta R., Orr, T, & Yamasaki A. (2005). Oral presentations in international contexts: published advice, actual practice, problematic issues. In Professional Communication Conference, 2005 Proceedings. pp. 54–64.Google Scholar
  20. Pennycook, A. (1994). The cultural politics of English as an international language. London: Longman.Google Scholar
  21. Porter, J. (1992). Audience and rhetoric: An archaelogical composition of the discourse community. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
  22. Rowley-Jolivet, E. (2002). Science in the making: Scientific conference presentations and the construction of facts. In E. Ventola, C. Shalom, & S. Thompson (Eds.), The language of conferencing (pp. 95–126). Frankfurt: Peter Lang.Google Scholar
  23. Shalom, C. (2002). The academic conference: A forum for enacting genre knowledge. In E. Ventola, C. Shalom, & S. Thompson (Eds.), The language of conferencing (pp. 51–68). Frankfurt: Peter Lang.Google Scholar
  24. Swales, J. M. (1990). Genre analysis. Cambridge: Cambridge University Press.Google Scholar
  25. Swales, J. M. (1998). Other floors, other voices: A textography of a small university building. Mahwah, NJ: Laurence Erlbaum.Google Scholar
  26. Thompson, S. E. (2003). Text-structuring metadiscourse, intonation and the signalling of organization in academic lectures. Journal of English for Academic Purposes, 2, 5–20.CrossRefGoogle Scholar
  27. Ventola, E. (2002). Why and what kind of focus on conference presentations. In E. Ventola, C. Shalom, & S. Thompson (Eds.), The language of conferencing (pp. 15–50). Frankfurt, Germany: Peter Lang. Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Faculty of MedicineUniversity of MiyazakiMiyazakiJapan

Personalised recommendations