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Keeping going in austere times: the declining spaces for adult widening participation in Higher Education in England
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| 62 |
Imagination as a key factor in LMLS in transnational families
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| 63 |
When elephants fly: the lift-off of emotion research in applied linguistics
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| 66 |
Complexity Theory and Language Development: In celebration of Diane Larsen-Freeman
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| 68 |
New Trends in Pragmatics Assessment Research: An Introduction
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| 70 |
An Interview with APPLE Lecture Speaker Dr. Paul Kei Matsuda
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| 71 |
“tsɑrɑŋ?” - Telephone Conversation Openings in the Rushani Language
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| 72 |
Reported Thought in Writing Center Talk: A Resource for Doing Support and Socialization
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Abstract:
Drawing on conversation analysis (CA), this study examines reported thought (e.g., “you’re like ‘do I really have to do that?’”) and its function in writing center talk. Previous related studies, which are informed by Goffman’s (1981) notion of footing, have demonstrated how reported thought (RT) is a resource for modeling undesirable reactions and conveying criticisms in instructional interaction (Park, 2018; Sandlund, 2014). Extending this previous research on RT, I show how tutorial participants also produce RT to accomplish two kinds of supportive action: (1) praising drafts and (2) affiliating with interlocutors’ stances. With RT, tutors can “depersonalize” (Waring, 2017, p. 26) their positive assessments of writers’ drafts and demonstrate sympathetic understanding of writers’ complaints. In line with recent research (Baffy, 2018; Brown, 2010), this analysis offers additional evidence that RT is integral for socialization, or conveying and reinforcing key practices, processes, and values in academic writing and reading. To conclude, I consider how future work on RT in writing center talk, specifically on its utility for representing and constructing audiences, might inform teaching pedagogy and future research.
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Keyword:
Academic writing--Study and teaching (Higher); Applied linguistics; Comparative and general--Indirect discourse; Conversation analysis; Grammar; Socialization; Writing centers
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URL: https://doi.org/10.7916/d8-yyqz-fj90
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| 73 |
A Meaning-Based Multiple-Choice Test of Pragmatic Knowledge: Does It Work?
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| 74 |
Sociolinguistique des interactions verbales et exploitations didactiques
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In: https://tel.archives-ouvertes.fr/tel-03231366 ; Linguistique. Université Lumière Lyon 2, 2019 (2019)
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| 75 |
Interaction analysis and language teaching: An overview ; Analyse des interactions et didactique des langues : tour d’horizon des relations
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In: ISSN: 2118-9692 ; EISSN: 0246-8743 ; Linx ; https://halshs.archives-ouvertes.fr/halshs-02356313 ; Linx, Presses Universitaires de Paris Nanterre, 2019, Enseigner et interagir en langue étrangère : réflexions linguistiques et didactiques, 79 ; https://journals.openedition.org/linx/3399 (2019)
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| 77 |
Four Essays on Language Competition and Dynamic Language Policy Evaluation ...
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| 79 |
Data for: Profiling Vocabulary for Proficiency Development: the Effects of Input and General Frequencies on L2 Learning ...
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Data for: Datasets evidencing research on classroom practice in L2 disciplinary writing ...
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