作者: pantomime 時間: 2025-3-21 22:01
Toward a Coherent Understanding of L2 Interactional Competence: Epistemologies of Language Learningevelopment can usefully be brought to bear on L2 education—be it curriculum design, teaching or testing—, namely an epistemologically coherent understanding of interactional competence and its development. For this purpose, I outline how current thinking about interactional competence—and more gener作者: 傀儡 時間: 2025-3-22 03:56 作者: 報復 時間: 2025-3-22 06:22 作者: 真實的人 時間: 2025-3-22 10:57 作者: 含沙射影 時間: 2025-3-22 14:12 作者: 含沙射影 時間: 2025-3-22 19:20
Does a Positive Atmosphere Matter? Insights and Pedagogical Implications for Peer Interaction in CLIain) from the perspective of facework (Goffman E, Interaction ritual: essays on face-to-face behaviour. Penguin, Harmondsworth, 1967). It aims to identify and describe how participants establish and manage facework (i.e., pay attention to the possibility of giving offence to others) through interact作者: Synapse 時間: 2025-3-22 22:34 作者: Exposition 時間: 2025-3-23 04:04
Tracing Teachers’ Ordering Decisions in Classroom Interactionsions?teachers make in performing various pedagogical actions. Notably, however, teachers’ instructional decisions often stretch beyond topical boundaries and are thus not limited to the current topics of their instruction. To capture teachers’ instructional decisions, it is necessary to trace the t作者: 連鎖 時間: 2025-3-23 08:56
Transforming CA Findings into Future L2 Teaching Practices: Challenges and Prospects for Teacher Edual practices. It argues that identification of problems in student-teacher interaction or of interactional sequences that create learning opportunities can provide valuable insights for teachers, as many of these practices display commonalities across different contexts. However, research is scarce 作者: Engulf 時間: 2025-3-23 11:19 作者: insert 時間: 2025-3-23 16:43
“What Do You Think About This?”: Differing Role Enactment in Post-Observation Conversationher professional development. Using Conversation Analysis, and building on our previous work, we draw attention to procedural details by which a different role within the professional role-set is enacted in post observation conversation: feedback-provider vs. facilitator of reflection. The different作者: 粘連 時間: 2025-3-23 19:45
Book 2021n terms of their theoretical and methodological contribution to the field of second language studies and their potential pedagogical relevance. The volume is thus unique in its focus on the theoretical and practical insights of CA classroom-based research and on the impact that such insights might h作者: DEAWL 時間: 2025-3-24 02:03
1572-0292 mplications of CA findings.Fosters a collaborative dialogue .This book presents an international range of conversation analytic (CA) studies of classroom interaction which all discuss their empirical findings in terms of their theoretical and methodological contribution to the field of second langua作者: Hearten 時間: 2025-3-24 02:30
Book 2021ave at the pedagogical level, from teaching to testing to teacher education. Given the growing interest in the pedagogical applicability of CA research, this book is a timely addition to the existing literature.? .作者: 冒號 時間: 2025-3-24 07:40
Francis A. Gunther,Jane Davies Guntherrces needed to volunteer, write, account, as well as elicit volunteers and index an upcoming activity in the L2. The study not only substantiates L2 learning as a usage-based process, anchored in meaningful interaction, but suggests that the semiotic resource known as “l(fā)anguage” is a residual of social sense-making practices.作者: 本能 時間: 2025-3-24 12:04 作者: 緯線 時間: 2025-3-24 17:10 作者: monochromatic 時間: 2025-3-24 21:25 作者: Freeze 時間: 2025-3-25 00:31 作者: Corporeal 時間: 2025-3-25 06:01
978-3-030-52195-0Springer Nature Switzerland AG 2021作者: garrulous 時間: 2025-3-25 07:33 作者: Mumble 時間: 2025-3-25 12:59
Educational Linguisticshttp://image.papertrans.cn/c/image/227246.jpg作者: 休息 時間: 2025-3-25 15:58 作者: 懶洋洋 時間: 2025-3-25 23:34 作者: OGLE 時間: 2025-3-26 00:43
https://doi.org/10.1007/978-1-4612-5140-8In this text we summarize the chapters contained in Part III. That is, after a short introduction to the specific research area addressed by the chapters, we briefly summarize the content of: Sert (this volume), Waring (this volume), and Kim and Silver (this volume).作者: 譏諷 時間: 2025-3-26 05:17 作者: grandiose 時間: 2025-3-26 10:58 作者: Oratory 時間: 2025-3-26 13:02 作者: 青春期 時間: 2025-3-26 20:00
Modulo Multiplication and Modulo Squaring,d methodology in the social sciences that is rooted in ethnomethodology (EM) and aims to describe, analyze, and understand interaction as “a basic and constitutive feature of human social life”. This volume uses ethnomethodological conversation analysis (EMCA) to: (1) develop a unified, emic (or par作者: monogamy 時間: 2025-3-26 21:59
Modulo Multiplication and Modulo Squaring,evelopment can usefully be brought to bear on L2 education—be it curriculum design, teaching or testing—, namely an epistemologically coherent understanding of interactional competence and its development. For this purpose, I outline how current thinking about interactional competence—and more gener作者: debris 時間: 2025-3-27 03:02
The Chemagro Division Research Staffher–student interactivities. First, I introduce the emergence of objects of learning as a social phenomenon; then I argue for the intersubjective–intercorporeal understanding of those objects as emergent learnables in classroom talk in their immediate contextual and interactional environments. Two s作者: GRUEL 時間: 2025-3-27 07:58 作者: Constitution 時間: 2025-3-27 13:21 作者: Endoscope 時間: 2025-3-27 16:49
https://doi.org/10.1007/978-1-4612-5132-3ere accomplished by a teacher of Italian as a foreign language during the last phase of a writing task conducted in pairs. Specifically, the paper explores the linguistic, prosodic and embodied resources mobilized by the teacher as she engages in various rounds of instruction giving to prompt each p作者: Innocence 時間: 2025-3-27 18:37
https://doi.org/10.1007/978-1-4612-6197-1ain) from the perspective of facework (Goffman E, Interaction ritual: essays on face-to-face behaviour. Penguin, Harmondsworth, 1967). It aims to identify and describe how participants establish and manage facework (i.e., pay attention to the possibility of giving offence to others) through interact作者: 走調 時間: 2025-3-27 22:17 作者: Meditative 時間: 2025-3-28 03:09 作者: Mast-Cell 時間: 2025-3-28 10:04 作者: orthodox 時間: 2025-3-28 10:51 作者: Lipoma 時間: 2025-3-28 17:02 作者: Synthesize 時間: 2025-3-28 20:45 作者: Infect 時間: 2025-3-29 00:11
Introduction: CA-SLA and the Diffusion of Innovations, many different stakeholders in the community of language learning/teaching professionals who constitute our intended audience. It is also proposed that future interventionist CA-based research on classroom interaction would be enriched by the adoption of an ethnographic diffusion of innovations per作者: 針葉類的樹 時間: 2025-3-29 05:16
Toward a Coherent Understanding of L2 Interactional Competence: Epistemologies of Language Learningation in many contexts. Most centrally, I examine how existing findings from recent longitudinal studies on the development of L2 interactional competence can help us understand the challenges and the affordances of L2 classroom interaction, and I conclude with some larger implications for L2 educat作者: 兵團 時間: 2025-3-29 09:33 作者: condemn 時間: 2025-3-29 11:30 作者: Confess 時間: 2025-3-29 16:14 作者: Osteoarthritis 時間: 2025-3-29 23:23
Does a Positive Atmosphere Matter? Insights and Pedagogical Implications for Peer Interaction in CLIindividual work revised and approved by other members of the group, which generated a disfluent interaction, a competitive atmosphere and the implicit exclusion of one of the learners. Meanwhile, Group 2 displayed a mutual and continuous orientation towards collective meaning-making, ongoing interac作者: 修飾語 時間: 2025-3-30 03:25 作者: ALE 時間: 2025-3-30 06:17
Tracing Teachers’ Ordering Decisions in Classroom Interactionhanges the direction of interactional trajectories. Tracing these sequences offer descriptions of the pedagogical practices teachers deploy that are illuminating for practitioners who have eyes for such practical details.作者: recede 時間: 2025-3-30 10:56
Transforming CA Findings into Future L2 Teaching Practices: Challenges and Prospects for Teacher Edu, these analyses show how two teachers in EFL classrooms in Luxembourg and Turkey managed their students’ use of the L1s, and how the students responded to this behaviour. These analyses potentially have pedagogical value for language teachers in that they may be used to develop audio-visual tools t作者: Magnificent 時間: 2025-3-30 15:10
Harnessing the Power of Heteroglossia: How to Multi-task with Teacher Talkan be usefully marshaled to create evidence-based teacher training. Throughout the chapter, problem scenarios that place the teacher in the difficult bind of having to manage competing demands such as honoring individual voices vs. cultivating inclusiveness are presented. Detailed transcripts of cla作者: 滴注 時間: 2025-3-30 18:21 作者: initiate 時間: 2025-3-30 23:11
Modulo Multiplication and Modulo Squaring, many different stakeholders in the community of language learning/teaching professionals who constitute our intended audience. It is also proposed that future interventionist CA-based research on classroom interaction would be enriched by the adoption of an ethnographic diffusion of innovations per作者: 駕駛 時間: 2025-3-31 01:47
Modulo Multiplication and Modulo Squaring,ation in many contexts. Most centrally, I examine how existing findings from recent longitudinal studies on the development of L2 interactional competence can help us understand the challenges and the affordances of L2 classroom interaction, and I conclude with some larger implications for L2 educat作者: Delectable 時間: 2025-3-31 06:51
The Chemagro Division Research Staffing about, learnables. The chapter concludes that, in order to understand teaching/learning behaviors, a detailed analysis of participants’ actions in their interactivities is necessary. More specifically, in all talk-in-interaction (and particularly in classroom talk, with which this study is speci作者: 華而不實 時間: 2025-3-31 12:08 作者: 文字 時間: 2025-3-31 15:41
https://doi.org/10.1007/978-1-4612-5132-3se students have already listened to multiple rounds of instruction-giving sequences and seen multiple implementations of the task. Overall, the paper contributes to the research concerning the mundane, yet complex, social action of doing pedagogical instructions. The implications of these empirical
