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Positive Feedback Loops: Sarcasm and the Pseudo-Argument in Reddit Communities
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| 84 |
The Effects of Visual Input on Scoring a Speaking Achievement Test
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| 85 |
Contribution with Hand-Raising in Graduate Student Self-Selection: Bringing Legitimacy to the Focal Shift of Talk
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Abstract:
Hand-raising is an extremely useful device for classroom self-selection. According to Sahlström (2002), it exhibits a student’s willingness to participate, and is a means by which to attract the attention of the teacher. Kawabe, Yamamoto, Aoyagi, and Watanabe (2014) analyzed various situations and student factors to affect hand-raising in the classroom. The practice of hand-raising is generally found to occur at the teacher’s turn transition relevant places, or TRPs (Sacks, Schegloff, & Jefferson, 1974). The conventional process of self-selection with hand-raising involves a student bidding for a nomination, and the self-selector becoming ratified to speak after the teacher nomination is provided. It was also suggested that later bidders tend to be selected more frequently than the first bidders, who may raise their hands slightly prior to the teacher’s early TRPs. Thus, “teachers may reward the late hand-raisers for sufficient listening” (Sahlström, 2002, p. 53-54).
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Keyword:
Applied linguistics; Classroom environment; Discourse analysis; Graduate students
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URL: https://doi.org/10.7916/D8698FGP
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| 86 |
Computer Mediated Collaborative Word Search in Online Tutoring: A Single Case Analysis
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| 87 |
Commentaries on Validity Issues in Foreign and Second Language Assessment
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| 89 |
Managing the Participation of a Young Learner: A Multimodal Teacher Practice
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| 91 |
Critical Perspectives on Interlanguage Pragmatic Development: An Agenda for Research
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In: Norouzian, Reza; & Eslami, Zohreh. (2016). Critical Perspectives on Interlanguage Pragmatic Development: An Agenda for Research. Issues in Applied Linguistics. Retrieved from: http://www.escholarship.org/uc/item/6d37n01g (2016)
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| 92 |
A Cross-Sectional Investigation of the Development of Modality in English Language Learners’ Writing: A Corpus-Driven Study
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In: Elturki, Eman; & Salsbury, Tom. (2016). A Cross-Sectional Investigation of the Development of Modality in English Language Learners’ Writing: A Corpus-Driven Study. Issues in Applied Linguistics. Retrieved from: http://www.escholarship.org/uc/item/19z4h5h0 (2016)
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| 93 |
Survey "French engineers and languages" ; Encuesta "Los ingenieros franceses y los idiomas" ; Enquête "Les ingénieurs Français et les langues"
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In: https://hal.archives-ouvertes.fr/hal-02970465 ; [Rapport de recherche] Université de Lorraine (ENIM, L-INP) / Université Paris Nanterre (ED 138 EA 369 CRIIA REDESC). 2016, pp.1-29 (2016)
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| 94 |
Seeing, listening, drawing: interferences between sensorimotor modalities in the use of a tablet musical interface
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In: ISSN: 1544-3558 ; ACM Transactions on Applied Perception ; https://hal.sorbonne-universite.fr/hal-01672241 ; ACM Transactions on Applied Perception, Association for Computing Machinery, 2016, 14 (2), pp.1 - 19. ⟨10.1145/2990501⟩ (2016)
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| 95 |
Developing a Hla’alua Learner’s Guide: In Search of an Auxiliary Remedy for Hla’alua Revitalization (Exegesis) and A Hla’alua Learner’s Guide (Creative component)
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| 96 |
Developing a Hla’alua Learner’s Guide: In Search of an Auxiliary Remedy for Hla’alua Revitalization (Exegesis) and A Hla’alua Learner’s Guide (Creative component)
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| 98 |
How Brazilian students conceptualize the experience of learning German for academic purposes [Online resource]
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In: Pandaemonium Germanicum : revista de estudos germanísticos 19 (2016) 28, 124-152
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Linguistik-Repository
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| 100 |
'Coffee is not coffee at twelve o'clock at night': Exploring the motivations for speaking indirectly ...
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