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Perceptual effects of formant enhancement with the factors of phonetic type, listening conditions and language experience of listeners
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Real Pandemic: Institutional Neglect
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Supporting International Graduate Students: Lessons from a Fall 2020 Non-Credit Course
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Empathy Mapping: Bridging cultural and linguistic divides in international online education
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
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In: Test Series for Scopus Harvesting 2021 (2021)
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On the Juridical Relevance of the Phenomenological Notion of Person in Max Scheler and Edith Stein
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The Effects of multilingualism and Music Experience on Tone and Vowel Discrimination Ability
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In: Electronic Thesis and Dissertation Repository (2021)
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Learn, Try, Repeat: Experiential Learning in Adult Second Language Acquisition of Spanish in Higher Education
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In: Honors Theses, University of Nebraska-Lincoln (2021)
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Bilinguals' and monolinguals' performance on a non-verbal cognitive control task: how bilingual language experience contributes to cognitive performance by reducing mixing and switching costs
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Cross-Domain Polarity Models to Evaluate User eXperience in E-learning
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FACE-SAVING AND FACE-THREATENING NEGOTIATION BY LECTURERS: GENDER AND TEACHING EXPERIENCE DIFFERENCES
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 590-599 (2021) (2021)
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Abstract:
Teachers’ use of language was believed to give impact for the success of language learners in one way or another. As some teachers’ speech included managing classroom, giving instructions, and providing feedbacks, it is inevitable that a teacher would use the power and make the students uncomfortable. To soften the speech or lessen the impact to the students, a teacher could use some strategies of politeness inside the classroom. Seeing how linguistic politeness manifested by teachers could generally affect the students’ esteem, this study aimed at observing face-threatening and face-saving utterances produced by six lecturers during 6 different lessons in a state university. Combining Brown and Levinson’s theory of politeness and Yule’s concept of face, this study would also contrast the language production by lecturers of different gender and different length of teaching experience to find out if they were correlated. Under the qualitative method, the researcher carried out class observation, recorded the interaction, and transcribed all of the lecturers’ utterances. This study revealed that lecturers generally tend to manage more face-saving acts. However, it showed that most face-threatening utterances were generated by male lecturers. It also indicated that lecturers with longer teaching experience produced more face-threatening utterances, and lecturers with shorter teaching experience produced more face-saving utterances. The fact that female lecturers in this study were dominant in negotiating face-saving acts justified women are more polite than men.
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Keyword:
face-saving; face-threatening; gender; Language and Literature; LB5-3640; P; P1-1091; Philology. Linguistics; politeness; teaching experience; Theory and practice of education
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URL: https://doi.org/10.30743/ll.v5i2.4527 https://doaj.org/article/3f4f57622aec48d2891bb013016ca074
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“THANK YOU, IT REALLY MAKES MY DAY”: COMPLIMENT RESPONSES REVISITED
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 321-331 (2021) (2021)
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Expériences migratoires de jeunes Ouest-Africains en France
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In: Voix Plurielles; Vol. 18 No. 1 (2021); 16-33 ; 1925-0614 (2021)
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Exploration of the Hollowness of the Modern Men in T.S. Eliot’s “The Hollow Men” (1925): An Analytical Approach
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In: Studies in Literature and Language; Vol 22, No 3 (2021): Studies in Literature and Language; 51-55 ; 1923-1563 ; 1923-1555 (2021)
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Adult English Language Learner Pathway to Literacy Initiative: Getting Learners to the Starting Line
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In: INTESOL Journal; Vol. 18 No. 1 (2021): Equity and Access For Language Learners: INTESOL Conference 2020 Showcase Issue; 51-74 ; 2373-8936 (2021)
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Motivation And The Young Writer: Reimagining John Dewey's Theory Of Experience
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In: Open Access Theses & Dissertations (2021)
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The Rhetorical Mediator: Understanding Agency In Indigenous Translation And Interpretation Through Indigenous Approaches To Ux
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In: Open Access Theses & Dissertations (2021)
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¡Sí Se Puede!: Understanding The Experiences Of Latina Students During Their Doctoral Journey At A Hispanic-Serving Institution
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In: Open Access Theses & Dissertations (2021)
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The Role of Translation in Multilingual User Experience
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In: Open Access Theses & Dissertations (2021)
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REASON, EXPERIENCE, AND LANGUAGE TO ACQUIRE KNOWLEDGE (IN WESTERN AND ISLAMIC PERSPECTIVES)
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In: LiNGUA: Jurnal Ilmu Bahasa dan Sastra; Vol 16, No 1 (2021): LiNGUA; 13 - 24 ; 2442-3823 ; 1693-4725 (2021)
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