- Halleck, G. B. (2012). Transcribing talk and interaction. The Modern Language Journal, 96, 632-633.
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关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships
- Rose, M. (2012). The interactional organization of academic talk. Studies in Second Language Acquisition, 34, 513-514.
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关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships
- Aarts, R., Demir, S., & Vallen, T. (2011). Characteristics of academic language register occurring in caretaker-child interaction: Development and validation of a coding scheme. Language Learning, 61, 1173-1221.
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摘要:This article aims at validating a coding scheme designed to investigate the precursors of academic language occurring in early caretaker-child interactions. Exposure to the academic dimensions of language is an important asset for children to be successful in academic settings. The proposed analytical framework, based on systemic functional linguistics and usage-based theories and informed by research on the language of school, is useful for assessing caretaker-child interaction in different languages at home and in schools. The coding scheme is validated by providing interactional data of 15 Turkish mother-child dyads. A large variation was found in the extent to which academic language features are present in the input, partly related to the socioeconomic status and literacy levels of the mothers. A book reading setting fosters the academic level of maternal input.
关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, Child Directed Speech, Children, Language Use, Education, Social Functions of Language, Interpersonal Communication, Academic Language, Registers Sociolinguistics, Parent Child Interaction
- Cheng, Stephanie W. (2012). "That's it for today": Academic lecture closings and the impact of class size. English for Specific Purposes, 31, 234-248.
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摘要:The present study investigates the rhetorical structure of academic lecture closings, and the impact of class size on this part genre. A framework of stages and strategies is developed to analyze the rhetorical structure of lecture closings. Large and small classes are further compared to find how class size may influence the ways lecturers close their lectures. Personal pronouns I, you, and we are also examined to explore interpersonal dynamics. Results show that lecturers use a wide range of strategies in closings, yet with great variation. Three strategies-explicitly indicating the end of lecture, explaining course plans for the next class, and dismissing the class-are most frequently used. Large and small classes differ in both stages and strategies. Strategies tend to concentrate at the Ending Stage in large classes, but at the Pre-ending and Post-ending Stages in small classes. Interestingly, students and lecturers in small classes have frequent, informal interaction on non-course-related issues. Lecturers may use personal pronouns flexibly and strategically, referring to a variety of semantic referents, to enhance student engagement and mitigate potential disfavor. These findings demonstrate the impact of class size on lecture closings, which provide an opportunity for lecturers to establish close rapport with students. [Copyright The American University; published by Elsevier Ltd.]
关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, Classroom Communication, Pronouns, Language Usage, Discourse Strategies, Teachers, Rhetoric
- Querol-Julian, M., & Fortanet-Gomez, I. (2012). Multimodal evaluation in academic discussion sessions: How do presenters act and react. English for Specific Purposes, 31, 271-283.
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摘要:Evaluation in academic discourse has received considerable attention from researchers. Much of the work on evaluation has focused, however, on written genres, and less attention has been paid to how evaluation unfolds in spoken academic genres. In our present research, we are interested in disclosing how the interpersonal meaning of evaluation is expressed in the discussion session (hereafter DS) that follows conference paper presentations, since DS has already been defined as an "evaluative forum", when comparing its phraseological patterns with those of the presentation. Though the study of evaluation in spoken genres has been developed focusing exclusively on linguistic aspects, we assume the non-linguistic message that accompanies the linguistic message has an effect on the interpersonal meaning of the communication. Therefore, the aim of our research is to analyse the evaluative meaning conveyed in DSs that follow paper presentations in an applied linguistics conference. In the study, we draw on a social semiotic theory of language and of kinesics and paralanguage to frame a multimodal exploration of this interpersonal meaning. The comparative analysis between linguistic evaluation and multimodal evaluation reveals the significant contribution of non-linguistics features which are used to intensify linguistic evaluation or to express the speakers' attitude. [Copyright The American University; published by Elsevier Ltd.]
关键词:discourse analysis/text linguistics, discourse analysis, interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, Academic Discourse, Discourse Analysis, Classroom Communication, Multimodal Communication, Oral Language
- Handford, M., & Matous, P. (2011). Lexicogrammar in the international construction industry: A corpus-based case study of Japanese-Hong-Kongese on-site interactions in English. English for Specific Purposes, 3, 87-100.
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摘要:The purpose of this research is to identify and interpret statistically significant lexicogrammatical items that are used in on-site spoken communication in the international construction industry, initially through comparisons with reference corpora of everyday spoken and business language. Several data sources, including audio and video recordings, interviews, expert informant insights and observation notes are operationalised to understand the context that the lexicogrammatical items reflexively constitute, for instance the discursive practices the engineers invoke in their working day. As in other workplaces, several types of interpersonal items are statistically significant when compared to everyday talk, such as deontic modality, hedges and fillers, certain back channels and the pronoun we. Also, place deixis is statistically significant in this specific context, and is often accompanied by nonverbal communication and visual images. These findings shed light on the way power and solidarity are negotiated in this context, and on the importance of face. In conclusion, the authors recommend training for inexperienced engineers and engineering students that develops their problem-solving, relationship-building and communication skills. [Copyright The American University; published by Elsevier Ltd.]
关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, discourse analysis/text linguistics, corpus linguistics, Corpus Analysis, Interpersonal Communication, Interpersonal Relationships, Japanese, Hong Kong, English, Negotiation, Business Language
- Xie, X. Y. (2011). Turn allocation patterns and learning opportunities. ELT Journal, 65(3), 240-250.
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摘要:Drawing on data from three English classrooms at two Chinese universities, this paper documents the turn-taking patterns that the teachers and students developed over time and explores how these patterns affected students' opportunities to participate in classroom discourse. The data were collected through observations, audio- and video-taping and stimulated reflection across a two-and-a-half-month period. Based on the findings, participatory implications are discussed and some possible changes to turn management proposed, which are applicable not only to the Chinese context but beyond. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language instruction, interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, China, English as a Second Language Learning, Turn Taking, College Students, Classroom Communication, Second Language Teachers, English as a Second Language Instruction
- Holmes, J., & Riddiford, N. (2011). From classroom to workplace: Tracking socio-pragmatic development. ELT Journal, 65(4), 376-386.
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摘要:Socio-pragmatic skills have been identified as important components of communicative competence in the workplace, yet relatively few studies have undertaken an evaluation of the effects of classroom-based support in developing both cognitive control and social competence in these areas of language proficiency. This paper reports on a collaborative study that tracks the development of skilled migrants' socio-pragmatic performance over a period of 12 weeks, from their entry into the classroom, through six weeks of instruction and then into the workplace context. Using a detailed case study, this paper examines the effects of conscious learning, as well as opportunities for social interaction, in the acquisition of appropriate ways of negotiating workplace requests. Adapted from the source document
关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, applied linguistics, non-native language learning languages other than, English, Communicative Competence, Classroom Communication, Workplace Communication, Interpersonal Communication, Social Factors, Migrants, Second Language Learning
- Kitade, K. (2012). An exchange structure analysis of the development of online intercultural activity. Computer Assisted Language Learning, 25(1), 65-86.
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摘要:Internet-mediated intercultural discussions have been adopted for intercultural and second-language learning. However, the notion of community development in this context has received less attention. This study employs exchange structure (ES) analysis (Stubbs, M. (1983). Discourse analysis. Oxford: Basil Blackwell) to investigate the dialogic process involved in the construction of a group-specific interactional pattern, identity, and activity within an online intercultural group. By identifying and tracking the shift of the ES and ES roles of each group, it explores how the members of each group constitute its internal activity and how the developed activity is related to intercultural learning. This study examines 14 groups of Japanese students and language learners from multicultural backgrounds who engaged in asynchronous online intercultural discussions for a 12-week period. The findings suggest that ES types and promoted intercultural learning vary among groups, develop implicitly, and are particularly influenced by frequent contributors. Furthermore, the data suggest that a certain type of ES encourages intercultural learning to move from knowledge exchanges to perspective changes. Adapted from the source document
关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, applied linguistics, non-native language learning languages other than, English, Communicative Competence, Cross Cultural Communication, Socialization, Second Language Learning, Discourse Analysis
- Segalowitz, N., & Kehayia, E. (2011). Exploring the determinants of Language Barriers in Health Care (LBHC): Toward a research agenda for the language sciences. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(4), 480-507.
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摘要:There is growing interest in language barriers in health care (LBHC) -- interest, that is, in how the quality of health care service delivery might be compromised when patients and health care providers do not share the same first language. This article discusses LBHC as an emerging research area that provides valuable opportunities for researchers in various branches of the language sciences -- including, among others, applied linguistics, theoretical linguistics, psycholinguistics, second language acquisition -- to conduct basic research and to make contributions to the socially important area of medical communication. This article also proposes a research agenda aimed at attracting general language researchers to the study of LBHC, an agenda that is theory driven, programmatic, problem-solving oriented, and interdisciplinary in scope. In proposing this agenda, selected examples have been reviewed from the current literature that can serve as illustrative models for how future research into LBHC can proceed. Adapted from the source document
关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, theory of linguistics, linguistics pedagogy, philosophy, and theory, Official Languages, Health Care Practitioners, Communication Failure, Communicative Competence, Research Design, Second Language Learning, Applied Linguistics, Psycholinguistics, Theoretical Linguistics
- Wray, A. (2011). Formulaic language as a barrier to effective communication with people with Alzheimer's Disease. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(4), 429-458.
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摘要:Carers recognize that the linguistic problems associated with Alzheimer's disease (AD) can be detrimental to effective communication, but they are often not sure what they can do to help. This article examines the use of formulaic language in AD, including routines, repetitions, and fillers, through the lens of a model of how cognitive and social priorities shape language learning and use. The model sheds light on the ways in which formulaic language can limit effective communication, but also shows how it can be used to support the declining command of novel language. Carers' tendency to adopt formulaic language in their own interaction is also examined. An agenda for future research is offered to further test the validity of these observations and to explore ways of using formulaic language constructively to support improved communication between carers and AD sufferers. Adapted from the source document
关键词:language-pathological and normal, language and speech pathology, interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, Communication, Practitioner Patient Relationship, Health Care Practitioners, Patients, Alzheimers Disease, Discourse Strategies, Language Processing, Formulaic Speech
- Newton, J., & Kusmierczyk, E. (2011). Teaching second languages for the workplace. Annual Review of Applied Linguistics, 31(0), 74-92.
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摘要:Workplace culture and organization are evolving as they adapt to globalization and rapid technological development. Likewise, the nature and role of workplace language and the literacy demands of work are changing in the face of increasingly multicultural workplaces and global communication networks. Among these changes, recent research has highlighted the role that informal modes of interpersonal communication play in the functioning of the modern workplace. Successful participation in such interactions is seen as not just a question of fitting in socially, but of doing work through talk. Ethnographic research in the workplace has stressed the importance of understanding language by viewing it within its social setting and understanding the interactional norms of particular communities of practice. Research into language programs for the workplace reflects this shift in emphasis. In contrast to research in the field of language for specific purposes on the specialized vocabulary and formal registers of particular professions, a growing body of research focuses on teaching and learning the language of routine workplace interactions. This article reviews current research into the nature of workplace language, noting in particular the contributions from ethnographic and language socialization research. It then discusses research into four aspects of the content of language programs for the workplace: employability skills, interpersonal communication, intercultural and critical language awareness, and teaching focused on the employment interview. Adapted from the source document
关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, applied linguistics, non-native language instruction languages other than, English, Interpersonal Communication, Workplace Communication, Second Language Learning, Second Language Instruction, Social Factors, Cross Cultural Communication, Globalization
- Hammer, C. S., Lawrence, F., Rodriguez, B., & Davison, M. D., & Miccio, A. W. (2011). Changes in language usage of Puerto Rican mothers and their children: Do gender and timing of exposure to English matter?. Applied Psycholinguistics, 32(2), 275-297.
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摘要:This longitudinal study investigated changes in reported language usage between Puerto Rican mothers and their preschoolers over a 4-year period. It also examined whether differences in language usage occurred depending on the timing of children's exposure to English and children's gender. Seventy-six mothers reported the languages they and their children used when talking to each other during 2 years in Head Start, kindergarten, and first grade. Mothers of children who were exposed to Spanish and English prior to preschool entry reported using more English to their children than mothers of children who were not exposed to English until after preschool entry. The language usage of the children followed the same patterns as their mothers. The difference between the groups was maintained over the 4 years, although both groups increased their English usage. A gender effect was observed. Mothers of girls were five times more likely to use "More or All Spanish" than mothers of sons. In addition, girls who were exposed to Spanish only prior to preschool entry were six times more likely to speak to their mothers in "More or All Spanish" than other participating children. The bidimensional model of acculturation is used to present and interpret the findings. Adapted from the source document
关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, Parents, English, Language Usage, Spanish, Children, Parent Child Interaction, Maternal Speech, Acculturation, Sex Differences
- Watanabe, S. (2012). Storytelling across Japanese conversational genre. The Modern Language Journal, 96, 327-328.
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关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships
- Dykstra, L. D. (2011). On apologising in negative and positive politeness cultures. The Modern Language Journal, 95, 328-329.
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关键词:sociolinguistics, language usage, interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships
- Belhiah, H. (2012). You know Arnold Schwarzenegger? On doing questioning in second language dyadic tutorials. Applied Linguistics, 33, 21-41.
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摘要:This study analyses question-answer (QA) sequences in second language tutorial interaction. Using conversation analysis methodology as an analytical tool, the study demonstrates how the act of questioning is a dominant form of interaction in tutoring discourse. The doing of questioning is accomplished through a myriad of forms other than interrogative questions, such as declaratively formatted utterances, and-prefacing, b-event questions, and embodied practices. QA sequences are fundamentally remedial in nature in that they revolve around tutees' linguistic needs. In this regard, questions that do not address tutees' linguistic needs are framed as being somewhat disjunctive or 'out of order'. Through the fine-grained analysis of the QA sequences in four videotaped tutoring sessions, this study contributes to the line of scholarship that seeks to demonstrate how the investigation of questions as interactional products has a bearing on our understanding of the connection between grammar and social organization. Adapted from the source document
关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, Questions, Tutoring, Interpersonal Communication, article, applied linguistics, non-native language instruction (languages other than English), Second Language Instruction, Conversation Analysis
- Hughes, R., & Reed, B. C. (2011). Learning about speech by experiment: Issues in the investigation of spontaneous talk within the experimental research paradigm. Applied Linguistics, 32, 197-214.
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摘要:This article examines the issue of using authentic speech data in an experimental research paradigm. We report exploratory studies to replicate a seminal investigation of listeners' abilities to predict sentence completion in constructed read-aloud data. Our initial intention was to see whether the same gating instrument used on authentic talk from interactive settings would produce similar results. In the research 'journey' to find natural speech data and match experimental procedures, we came to ask whether the requirements of the laboratory to isolate and decontextualize talk facilitate findings that will truly illuminate interactive talk in natural settings. We suggest that the experimental paradigm struggles to engage with the multi-faceted interpretive tasks which participants engage with in actual talk. Our small-scale studies offer two key conclusions for further work: that a feature of unfolding talk derived under experimental conditions may be strongly predictive, but may only be so under these conditions; that it should not be assumed that the experimental approach can yet do justice to a basic feature of spoken discourse: interactional negotiation over utterance completion. Adapted from the source document
关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, Spontaneous Speech, Interpersonal Communication, Negotiation, article, Discourse Analysis, Natural Language, Conversation Analysis
- Macintyre, P. D., & Legatto, J. J. (2011). A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32, 149-171.
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摘要:Willingness to communicate (WTC) can be conceptualized as changing from moment to moment, as opportunities for second-language communication arise. In this study we present an idiodynamic methodology for studying rapid changes in WTC. The methodology consists of recording responses from six young adult, female speakers to second-language communication tasks, their self-ratings of changes in WTC during those tasks, and reporting of their experience and attributions for fluctuations in WTC. The role of stable personal characteristics of the speakers is taken into account, as are observations made by an observer during the respondents' speech. Conceptualizing WTC as a dynamic system allows for an examination of the variation in WTC over time. The results show both consistency and variation in WTC even among a relatively homogeneous sample of speakers. Searching memory for vocabulary was identified as a key process affecting WTC, though it is argued that other factors (including language anxiety) are also operating to affect WTC. After concluding that WTC can be seen as a dynamic system, limitations of the methodology and future research directions are discussed. Adapted from the source document
关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, Emotions, Interpersonal Communication, Anxiety, article, applied linguistics, non-native language learning (languages other than English), Second Language Learning, Motivation