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Publikováno v:
Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-17 (2015)
There is now growing evidence that output promotes second language acquisition. Recently, interest has been shown in examining (a) the effect of output processing on subsequent input processing, and (b) what factors mediate that effect. An experiment
Externí odkaz:
https://doaj.org/article/7458303ea4e04c518511044257633917
Autor:
Seul Ki Park
Publikováno v:
Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 33-38 (2015)
Studies employing MCA often explore how people claim membership or non-membership in specific categories. Bateman (2012), for example, examines children’s use of collective pro-terms in establishing and protecting exclusive dyadic friendships. Lern
Externí odkaz:
https://doaj.org/article/70ede27a4a6e46abbd8b03f047b77a25
Autor:
Nadja Tadic
Publikováno v:
Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 25-28 (2015)
MCA has aspired to underscore the significant influence categorization can have on the way members of a culture experience their social reality and assume their roles in it. By following such aspirations, analysts inevitably run the risk of projectin
Externí odkaz:
https://doaj.org/article/3803910e0e4f433480dab0e812408d9f
Autor:
Gahye Song
Publikováno v:
Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 29-32 (2015)
This brief analysis examines the interactional practice of complimenting and responding to compliments using MCA. The topic is not new; numerous CA studies have brought to light how people tend to respond to compliments and how such tendencies can be
Externí odkaz:
https://doaj.org/article/f0a37d5781524010b34ae7fb6acdfe6e
Autor:
Kate Burrill
Publikováno v:
Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 81-103 (2015)
As the popular focus of instruction in language classrooms becomes increasingly meaning-oriented, teachers must nevertheless ensure that their students are also learning the correct form of the language they are studying. One of the ways to achieve t
Externí odkaz:
https://doaj.org/article/2af32aed655c40d68c3ff7b03245359e
Autor:
Natalia Sáez, Rodrigo Segovia
Publikováno v:
Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 49-51 (2015)
The interaction approach, fueled by interaction-based research in second language acquisition (SLA), has come a long way since it was first proposed during the late 1970s and early 1980s. Researchers have advanced from verifying the positive effects
Externí odkaz:
https://doaj.org/article/aa02e621ba824b5a88bc94fb8915038f
Autor:
Elizabeth Reddington
Publikováno v:
Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 46-48 (2015)
Following Stokoe (2012), who grounded her study of membership categorization practices in the analysis of particular sequences of interaction, such as advice-giving, I will examine how participants invoke and orient to categories in story-telling epi
Externí odkaz:
https://doaj.org/article/601e09352f454fdaba0188c72b4c92e7
Autor:
Nancy Boblett
Publikováno v:
Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 39-41 (2015)
MCA focuses on central categories in talk-in-interaction. It involves enumerating the activities, attributes, and inferences (category-bound predicates) associated with a category, and, based on the category and its category-bound predicates, makes a
Externí odkaz:
https://doaj.org/article/beed71bc23b344f5bca32e7ed55be2a7
Autor:
Elizabeth Böttcher
Publikováno v:
Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 48-49 (2015)
Formative assessment (FA) and learning-oriented assessment (LOA) focus on the learning process. These ongoing assessments for learning can be an integral part of instruction and may add a new dimension to the learning mandate inherent in the classroo
Externí odkaz:
https://doaj.org/article/a40419b28d394ffabe30f3069d95dcae
Autor:
Carol Hoi Yee Lo
Publikováno v:
Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 44-45 (2015)
Parent-child discourse in family settings provides insights into children’s language socialization. In her seminal work on language socialization, Ochs (1993) argues that social identities are essentially constructed by verbal performance and the d
Externí odkaz:
https://doaj.org/article/a021867be84f4de9b282b58067403f1c