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: Julienne 時(shí)間: 2025-3-21 17:18
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書目名稱Exploring Spoken English Learner Language Using Corpora網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Exploring Spoken English Learner Language Using Corpora被引頻次
書目名稱Exploring Spoken English Learner Language Using Corpora被引頻次學(xué)科排名
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書目名稱Exploring Spoken English Learner Language Using Corpora讀者反饋
書目名稱Exploring Spoken English Learner Language Using Corpora讀者反饋學(xué)科排名
作者: amputation 時(shí)間: 2025-3-21 21:04 作者: Interdict 時(shí)間: 2025-3-22 03:31 作者: COW 時(shí)間: 2025-3-22 05:32 作者: elucidate 時(shí)間: 2025-3-22 10:06
Exploring Spoken English Learner Language Using CorporaLearner Talk作者: Outwit 時(shí)間: 2025-3-22 15:37 作者: Outwit 時(shí)間: 2025-3-22 19:26 作者: 難解 時(shí)間: 2025-3-23 01:03
María Victoria Guadamillas Gómez is the fact that, unlike L1 students, L2 learners in many cases have yet to develop high levels of proficiency in the target language. In order to gain a deeper appreciation of the complexity of L2 classroom discourse, researchers have used different analytical frameworks, including interaction ana作者: 打谷工具 時(shí)間: 2025-3-23 01:56 作者: MUTED 時(shí)間: 2025-3-23 06:08 作者: 占卜者 時(shí)間: 2025-3-23 12:57
tilized in the analysis of spoken corpora.Presents comparisoThis book presents a corpus-based study of spoken learner language produced by university-level ESL students in the classroom. Using contemporary theories as a guide and employing cutting-edge corpus analysis tools and methods, the authors 作者: 微粒 時(shí)間: 2025-3-23 14:24 作者: 辯論的終結(jié) 時(shí)間: 2025-3-23 19:37
Katharina Kriegel-Schmidt,Klaus Schmidt 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: –scent 時(shí)間: 2025-3-24 01:09 作者: insert 時(shí)間: 2025-3-24 06:10
https://doi.org/10.1007/978-3-531-18685-6on-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: Simulate 時(shí)間: 2025-3-24 07:35 作者: Indigence 時(shí)間: 2025-3-24 12:06
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: 少量 時(shí)間: 2025-3-24 17:23
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: 上流社會(huì) 時(shí)間: 2025-3-24 22:17 作者: 祖?zhèn)?nbsp; 時(shí)間: 2025-3-25 01:38 作者: Biomarker 時(shí)間: 2025-3-25 06:56
https://doi.org/10.1007/978-3-030-53563-6ers’ 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: Mystic 時(shí)間: 2025-3-25 11:04
Geschichtliche Entwicklung der Mediation,ng 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: Amorous 時(shí)間: 2025-3-25 15:07 作者: 凹槽 時(shí)間: 2025-3-25 17:32
Mediation der Zukunft für Paare und Familien 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: 槍支 時(shí)間: 2025-3-25 22:22
https://doi.org/10.1007/978-3-658-33391-1rafts 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: ALTER 時(shí)間: 2025-3-26 00:08 作者: CHAR 時(shí)間: 2025-3-26 07:18 作者: CODA 時(shí)間: 2025-3-26 09:05
and ,: Personal Pronouns in EAP Classroom Discourseers’ 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: 無法解釋 時(shí)間: 2025-3-26 16:09
: 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: 空洞 時(shí)間: 2025-3-26 17:48
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: 增長 時(shí)間: 2025-3-26 22:15
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: Consensus 時(shí)間: 2025-3-27 03:40 作者: 樂意 時(shí)間: 2025-3-27 06:25 作者: 調(diào)情 時(shí)間: 2025-3-27 09:37 作者: 痛得哭了 時(shí)間: 2025-3-27 14:30 作者: cushion 時(shí)間: 2025-3-27 21:16 作者: 焦慮 時(shí)間: 2025-3-28 00:41
https://doi.org/10.1007/978-3-031-34382-7e 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: CAGE 時(shí)間: 2025-3-28 06:06 作者: temperate 時(shí)間: 2025-3-28 09:33 作者: Debrief 時(shí)間: 2025-3-28 12:30
https://doi.org/10.1007/978-3-030-53563-6ng conversational spaces in classroom settings. They also serve as critical indicators of degrees of personal involvement and interaction in the classroom. While a growing number of studies have examined instructors’ use of personal pronouns in university classrooms, very little is known of L2 learn作者: Admire 時(shí)間: 2025-3-28 17:58
Geschichtliche Entwicklung der Mediation,mon feature in face-to-face interactions but one that is under-researched in classroom settings. Specifically, we explore the use of demonstratives and adverbs of locations in the L2CD-S and L2CD-T, and we compare learners’ and teachers’ use of these spatial deictics in the EAP classroom. By examini作者: 和音 時(shí)間: 2025-3-28 21:35 作者: 費(fèi)解 時(shí)間: 2025-3-29 02:32 作者: 聲明 時(shí)間: 2025-3-29 04:47
The Enforceability of Mediation Agreementsearner-internal) and social (learner-external) themes in learner interviews. Specifically, we want to know how 22 psychosocial categories within the Linguistic Inquiry and Word Count program (LIWC; Pennebaker et al. 2007) relate to the language experience interviews of 123 advanced English language 作者: Germinate 時(shí)間: 2025-3-29 08:48
Mediation at the Holocaust Memorial, 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: irreducible 時(shí)間: 2025-3-29 14:44 作者: Magnificent 時(shí)間: 2025-3-29 18:31
https://doi.org/10.1007/978-3-658-33391-1work to understand how learners share control over the direction of the task, and how they engage with each other’s feedback on writing. We first provide a description of the data sources used in the analysis (peer response transcripts; stimulated recall interview transcripts; and first and second d作者: 陳腐的人 時(shí)間: 2025-3-29 22:39 作者: nostrum 時(shí)間: 2025-3-30 02:53
Zur Theorie der Konfliktdynamik,ng 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: 單獨(dú) 時(shí)間: 2025-3-30 05:30
978-3-319-86729-8The Editor(s) (if applicable) and The Author(s) 2017作者: 英寸 時(shí)間: 2025-3-30 08:33
Eric Friginal,Joseph J. Lee,Audrey RobersonExplores corpus-based analyses of learner oral production in university-level ESL classrooms.Investigates a combination of corpus tools as utilized in the analysis of spoken corpora.Presents compariso作者: 期滿 時(shí)間: 2025-3-30 12:25
http://image.papertrans.cn/f/image/320393.jpg作者: 油氈 時(shí)間: 2025-3-30 18:32
Exploring Spoken English Learner Language Using Corporaprecedented access to authentic language in the classroom, including among non-native speakers (NNSs) of English. NNS writing across various written contexts (e.g., school essays, standardized tests/proficiency tests, and laboratory or research reports) has been studied extensively in both journal a
