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Volume 25, Issue 3
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Abstract

Abstract

The present article investigates a set of discourse connectors in the academic lecture genre from the viewpoint of the inseparable pair of pragmatics and cognition. Making use of the corpus for data retrieval, a selection of discourse constructions encoding comparative contrastive meanings are analysed and their distinctive features are critically described and explained. The aim is to show how each particular genre promotes the use of certain constructions. The database reveals that, among all the subgroups of complementary contrastive constructions, some seem incompatible with the academic lecture contexts by virtue of the particular characteristics of this specific genre.

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2020-01-10
2025-04-18

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/content/journals/10.1075/pc.19006.bai
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Genre as cognitive construction
Pragmatics & Cognition 25, 576 (2018); https://doi.org/10.1075/pc.19006.bai
/content/journals/10.1075/pc.19006.bai
/content/journals/10.1075/pc.19006.bai
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  • Article Type: Research Article
Keyword(s): academic lecture genre; cognition; complementary alternation; discourse construction

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