Advances in Spoken Discourse Analysis
174 Advances in spoken discourse analysis So what went wrong? Socoop understood the question, and offered ‘Yes, I am er father o ...
Inner and outer 175 for example, by adding the word ‘really’ to the question, and changing the stress. Thirdly, the structure an ...
176 Advances in spoken discourse analysis from Inner to Outer; Virginia talking about husbands washing up, and Socoop talking ab ...
Inner and outer 177 Examples of switches following these patterns can be found in many other classroom data, for example McTear ...
178 Advances in spoken discourse analysis for control offer a stark and comparatively simple discourse structure. But it is prec ...
Inner and outer 179 The third type, replication activities, focus on outcome rather than form. To quote further: They are called ...
180 Advances in spoken discourse analysis 6 S11: is it eh the north part of south america or at the south part of south america ...
Inner and outer 181 structure, than the present ‘pseudo-interaction’. One solution might be to introduce a fourth column, subdiv ...
182 Advances in spoken discourse analysis If, as Hatch (in Hatch 1978) suggests, learners acquire grammar through discourse, we ...
9 Intonation and feedback in the EFL classroom Martin Hewings We still have very little idea of what goes on in a [language-teac ...
184 Advances in spoken discourse analysis some standard of achievement or the degree of approach to some target set up by the te ...
Intonation and feedback in the EFL classroom 185 herself or by prompting another student to produce a response, than by presenti ...
186 Advances in spoken discourse analysis 5 T: Why would you want to be strong? S: To make muscles. T: To make muscles. Yes. (da ...
Intonation and feedback in the EFL classroom 187 In what follows I address myself to the role of intonation in enabling a studen ...
188 Advances in spoken discourse analysis this word in his response; in other words, it is marked as unacceptable. A similar res ...
Intonation and feedback in the EFL classroom 189 T: //o TRUCK //o or LORry //o GOOD //o and BY // S4: //p CAR // T: //p CAR //p ...
190 Advances in spoken discourse analysis 18* T: Where do we get tea from? S: Sainsbury’s. T: //r YES // where the implication i ...
Intonation and feedback in the EFL classroom 191 The primary distinction within Brazil’s system of tone choice is between rising ...
192 Advances in spoken discourse analysis and to segment it in this way is that he hopes to provide a model which he considers t ...
Intonation and feedback in the EFL classroom 193 //o it SAID he CAME //p from a ROYal FAMily // //p so an imPORTant FAMily // ‘r ...
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