標(biāo)題: Titlebook: Exploring Spoken English Learner Language Using Corpora; Learner Talk Eric Friginal,Joseph J. Lee,Audrey Roberson Book 2017 The Editor(s) ( [打印本頁] 作者: 交叉路口 時間: 2025-3-21 18:58
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書目名稱Exploring Spoken English Learner Language Using Corpora讀者反饋學(xué)科排名
作者: 粗魯?shù)娜?nbsp; 時間: 2025-3-21 23:55 作者: avarice 時間: 2025-3-22 01:10
Hedging and Boosting in EAP Classroom Discourse Although numerous studies have examined hedges and boosters in academic written discourse, far less research has focused on these interpersonal features in learner and teacher talk. In this chapter, we report on a corpus-based comparative analysis of hedges and boosters in EAP learner and teacher d作者: Odyssey 時間: 2025-3-22 05:13
Profiles of Experience in Learner Talkify clusters of learners who describe their L2 learning experience in similar ways. We then use an additional dataset—self-reported TOEFL scores of 96 of the interview participants—to examine the relationship of the newly identified profiles to differential outcomes on the TOEFL.作者: 寵愛 時間: 2025-3-22 09:10
Exploring Spoken English Learner Language Using CorporaLearner Talk作者: 單挑 時間: 2025-3-22 14:29
Exploring Spoken English Learner Language Using Corpora978-3-319-59900-7作者: 單挑 時間: 2025-3-22 18:35
,Akiko Ito’s Story: Life Is a Game,ualitatively and quantitatively, primarily by utilizing the assessment of learner performance. However, extensive corpus-based analyses of these registers are still relatively few in number. Given that these oral learner skills are essential in high-stakes situations, such as admission to graduate p作者: Preserve 時間: 2025-3-22 23:38 作者: aesthetician 時間: 2025-3-23 05:05
https://doi.org/10.1007/978-3-031-09187-2 Although numerous studies have examined hedges and boosters in academic written discourse, far less research has focused on these interpersonal features in learner and teacher talk. In this chapter, we report on a corpus-based comparative analysis of hedges and boosters in EAP learner and teacher d作者: FECK 時間: 2025-3-23 05:37
https://doi.org/10.1057/9781137311955ify clusters of learners who describe their L2 learning experience in similar ways. We then use an additional dataset—self-reported TOEFL scores of 96 of the interview participants—to examine the relationship of the newly identified profiles to differential outcomes on the TOEFL.作者: 有危險 時間: 2025-3-23 09:48
978-3-319-86729-8The Editor(s) (if applicable) and The Author(s) 2017作者: 枯燥 時間: 2025-3-23 17:49 作者: Neutropenia 時間: 2025-3-23 21:17 作者: 迎合 時間: 2025-3-24 02:02
Myth vs. Reality in Public Educationse, is due to the fact that communication is central to educational contexts. It is through language that teachers conduct their work and students display what they have acquired. Language use in L2/foreign language classrooms, however, serves a distinct purpose, one that is quite unique from that o作者: Aviary 時間: 2025-3-24 06:15
https://doi.org/10.1007/978-3-031-09187-2meaning and to negotiate interpersonal relations. Through the use of evaluative language, particularly hedges and boosters, teachers and students are able to modify their assertions and indicate their stance toward the content and interlocutors. Hedges are linguistic devices (e.g., .) used to expres作者: FOIL 時間: 2025-3-24 07:53 作者: 織物 時間: 2025-3-24 13:10 作者: 吸氣 時間: 2025-3-24 16:01
https://doi.org/10.1007/978-3-030-98167-9 own L2 learning? In order to answer this question, we use specialized software to analyze the semantic content of L2 learner talk as advanced English learners reflect on their learning experience in a structured interview. By using three different analytical techniques, we approach the question fro作者: Ingredient 時間: 2025-3-24 21:39 作者: 可能性 時間: 2025-3-24 23:33 作者: 揭穿真相 時間: 2025-3-25 06:04
https://doi.org/10.1057/9781137311955 chapter vertically analyzes and compares the psychosocial traits of each interview participant. We apply the methodological advantages offered by semantic content analysis and the L2 Experience Interview Corpus to study holistic patterns of individual differences among advanced L2 learners. In orde作者: SAGE 時間: 2025-3-25 07:36 作者: POLYP 時間: 2025-3-25 12:34 作者: 解凍 時間: 2025-3-25 19:12 作者: diskitis 時間: 2025-3-25 22:20
https://doi.org/10.1007/978-1-349-11711-6ng specialized corpora of learner talk. We described and interpreted the structure of learner (and teacher) spoken language in the classroom, language experience interviews, and peer response/feedback activities. Our discussions also focused on ideas related to corpus design and development, implica作者: 樂器演奏者 時間: 2025-3-26 01:46 作者: Permanent 時間: 2025-3-26 06:38 作者: champaign 時間: 2025-3-26 12:16
http://image.papertrans.cn/e/image/319592.jpg作者: 雕鏤 時間: 2025-3-26 16:38
using on types of speech that are rarely examined, this original work makes a significant contribution to the study and understanding of ESL spoken language at university level. It will appeal to students and scholars of applied linguistics, corpus linguistics, second language acquisition and discourse analysis.978-3-319-86729-8978-3-319-59900-7作者: Endemic 時間: 2025-3-26 20:52 作者: coalition 時間: 2025-3-26 22:56 作者: 迅速飛過 時間: 2025-3-27 04:19
Government and Economic Developmenton-collaborative talk. Comparing frequencies in the use of modal verbs across the two sub-corpora, we explore how the two groups of learners use these devices to deliver and respond to feedback during peer response sessions.作者: 預(yù)感 時間: 2025-3-27 09:20
Exploring Learner Talk in English Interviews English learners as they describe their learning experience; (2) to discern what these words can tell us about the learning process; and (3) to determine what these words can tell us about individual learners.作者: 紅腫 時間: 2025-3-27 10:39
Thematic Cluster Analysis of the L2 Experience Interview Corpus recognized three distinct groups of words that tend to co-occur with each other (internal homogeneity) and tend not to occur with words in the other two clusters (external heterogeneity). The three thematic clusters, which we have named ., ., and . are discussed in turn below.作者: 公共汽車 時間: 2025-3-27 17:04
Linguistic Features of Collaboration in Peer Response: Modal Verbs as Stance Markerson-collaborative talk. Comparing frequencies in the use of modal verbs across the two sub-corpora, we explore how the two groups of learners use these devices to deliver and respond to feedback during peer response sessions.作者: sperse 時間: 2025-3-27 18:49 作者: 輕觸 時間: 2025-3-27 23:17
New Partnerships and Output Politics,ers’ and teachers’ use of the same. This chapter explores personal pronouns, specifically ., ., and . and their variants in learner and teacher speech in the EAP classrooms. We not only examine the distribution of these pronouns in the L2CD-S and L2CD-T, we also report on the comparative analysis of their sub-functions in the two sub-corpora.作者: Coeval 時間: 2025-3-28 03:18 作者: 口味 時間: 2025-3-28 09:10
Conclusion: How We Can Know What God Means,learners, and whether this relationship indicates larger dimensions of co-occurring features within the L2 learning experience. To address this question, we use exploratory principal component analysis to examine co-occurrence patterns among semantic variation across the interview texts.作者: 認(rèn)為 時間: 2025-3-28 10:27
by language learning theorists and researchers. The current chapter reviews relevant literature on learner interaction from SLA and L2 Writing traditions, and argues for a corpus-based approach to further examine these interactions. It also describes the compilation and composition of Roberson’s (2015) Second Language Peer Response (L2PR) Corpus.作者: 一致性 時間: 2025-3-28 15:25
Taking Chinese IR Scholars Seriously,rafts of student writing), and then examine the relationship between patterns of interaction and revision practices. Chapter 13 will further explore one linguistic feature of the patterns of interaction analyzed in this chapter: the use of modal verbs as stance markers by collaborative and non-collaborative pairs.作者: APNEA 時間: 2025-3-28 20:41 作者: 激怒某人 時間: 2025-3-29 00:05 作者: 尋找 時間: 2025-3-29 06:50 作者: champaign 時間: 2025-3-29 10:30
: Spatial Deixis in EAP Classroom Discourseng their use of spatial deictics, important insights can be gained on how each group conceptualizes objects and one another in the physical space of the classroom and connects with one another’s informational space.作者: 圍裙 時間: 2025-3-29 15:28
Psychosocial Dimensions of Learner Languagelearners, and whether this relationship indicates larger dimensions of co-occurring features within the L2 learning experience. To address this question, we use exploratory principal component analysis to examine co-occurrence patterns among semantic variation across the interview texts.作者: reject 時間: 2025-3-29 16:11
Understanding Learner Talk About Writing: The Second Language Peer Response (L2PR) Corpus by language learning theorists and researchers. The current chapter reviews relevant literature on learner interaction from SLA and L2 Writing traditions, and argues for a corpus-based approach to further examine these interactions. It also describes the compilation and composition of Roberson’s (2015) Second Language Peer Response (L2PR) Corpus.作者: 短程旅游 時間: 2025-3-29 19:47 作者: 有限 時間: 2025-3-30 00:15 作者: 搬運(yùn)工 時間: 2025-3-30 06:47 作者: 是限制 時間: 2025-3-30 12:07 作者: abolish 時間: 2025-3-30 14:54 作者: exquisite 時間: 2025-3-30 18:33 作者: 自負(fù)的人 時間: 2025-3-30 21:46
Corpora of Spoken Academic Discourse and Learner Talk: A Surveye also provide descriptions of the texts and types of student oral language in these collections and some examples of corpus-based studies that utilize the same. Most are publicly available (e.g., MICASE, VOICE, LINDSEI, ELFA) and some may be purchased online from their developers. Table 2.7, which 作者: placebo 時間: 2025-3-31 04:49 作者: Lipoprotein(A) 時間: 2025-3-31 06:38
