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1
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ELLIPSIS AS A MARKER OF INTERACTION IN SPOKEN DISCOURSE

100%
White J. R.
Research in Language
|
2013
|
vol. 11
|
issue 3
251-276
EN
In this article, we discuss strategies for interaction in spoken discourse, focusing on ellipsis phenomena in English. The data comes from the VOICE corpus of English as a Lingua Franca, and we analyse education data in the form of seminar and workshop discussions, working group meetings, interviews and conversations. The functions ellipsis carries in the data are Intersubjectivity, where participants develop and maintain an understanding in discourse; Continuers, which are examples of back channel support; Correction, both self- and other-initiated; Repetition; and Comments, which are similar to Continuers but do not have a back channel support function. We see that the first of these, Intersubjectivity, is by far the most popular, followed by Repetitions and Comments. These results are explained as consequences of the nature of the texts themselves, as some are discussions of presentations and so can be expected to contain many Repetitions, for example. The speech event is also an important factor, as events with asymmetrical power relations like interviews do not contain so many Continuers. Our clear conclusion is that the use of ellipsis is a strong marker of interaction in spoken discourse.
2
Publication available in full text mode
Content available

Ellipsis as a Marker of Interaction in Spoken Discourse

100%
White J.
Research in Language
|
2013
|
vol. 11
|
issue 3
251-276
EN
In this article, we discuss strategies for interaction in spoken discourse, focusing on ellipsis phenomena in English. The data comes from the VOICE corpus of English as a Lingua Franca, and we analyse education data in the form of seminar and workshop discussions, working group meetings, interviews and conversations. The functions ellipsis carries in the data are Intersubjectivity, where participants develop and maintain an understanding in discourse; Continuers, which are examples of back channel support; Correction, both self- and other-initiated; Repetition; and Comments, which are similar to Continuers but do not have a back channel support function. We see that the first of these, Intersubjectivity, is by far the most popular, followed by Repetitions and Comments. These results are explained as consequences of the nature of the texts themselves, as some are discussions of presentations and so can be expected to contain many Repetitions, for example. The speech event is also an important factor, as events with asymmetrical power relations like interviews do not contain so many Continuers. Our clear conclusion is that the use of ellipsis is a strong marker of interaction in spoken discourse.  
3
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Engaging students' imaginations in second language learning

88%
Judson G., Egan K.
Studies in Second Language Learning and Teaching
|
2013
|
vol. 3
|
issue 3
343-356
EN
Imagination is rarely acknowledged as one of the main workhorses of learning. Unfortunately, disregarding the imagination has some clearly negative pedagogical impacts: Learning is more ineffective than it should be and much schooling is more tedious than it need be. In this paper, we outline a somewhat new way of thinking about the process of students’ language education. We focus on the kinds of “cognitive tools” or learning “toolkits” human beings develop as they grow up, which connect emotion and imagination with knowledge in the learning process. We show how employing these tools-indeed, how their central employment in all aspects of planning-can make learning other languages engaging and meaningful.
4
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THE IMPACT OF STORYTELLING TECHNIQUES THROUGH VIRTUAL INSTRUCTION ON ENGLISH STUDENTS’ SPEAKING ABILITY

88%
Khodabandeh F.
Teaching English with Technology
|
2018
|
vol. 18
|
issue 1
24-36
EN
This study examines the effect of storytelling through the use of Telegram on oral language of English foreign language (EFL) students. To this end, thirty English students aged 18 to 21 took part in the research. Before the treatment, they were interviewed by two instructors and were graded as low-proficient speakers of English. The selected participants were assigned randomly into two homogeneous groups of control (n=15) and experimental (n=15). The instructor taught four stories to both groups through the online class. The participants of the experimental group were supposed to summarize the retold stories while the participants of the control group answered the comprehension questions of the stories. All the participants were to record their voices and share them in their groups and their peers were supposed to listen to the speaker and post their comments. After the treatment, two instructors interviewed all the participants. The results of the comparison of the first and the second interview confirmed the positive effect of storytelling and answering the questions on the Telegram. The findings of this study may help the learners to enhance their English speaking skills.
5
Content available remote

Língua escrita e língua real: o que um corpus oral permite descobrir

88%
Teixeira J.
Studia Iberystyczne
|
2014
|
vol. 13
487-506
EN
Starting from an extensive oral corpus which is being collected, this paper focuses on how the oral language allows us to realize what languages really are and how they work beyond the formalized written dimension. It is our claim to show that it is language in use that better highlights many aspects which are impossible to understand only by an analysis of the traditional “linguistic system”. So we will verify how oral speech really performs sentences and its lexical and pragmatic elements.
6
Publication available in full text mode
Content available

Engaging students’ imaginations in second language learning

88%
Judson G., Egan K.
Studies in Second Language Learning and Teaching
|
2013
|
vol. 3
|
issue 3
343-356
EN
Imagination is rarely acknowledged as one of the main workhorses of learning. Unfortunately, disregarding the imagination has some clearly negative pedagogical impacts: Learning is more ineffective than it should be and much schooling is more tedious than it need be. In this paper, we outline a somewhat new way of thinking about the process of students’ language education. We focus on the kinds of “cognitive tools” or learning “toolkits” human beings develop as they grow up, which connect emotion and imagination with knowledge in the learning process. We show how employing these tools-indeed, how their central employment in all aspects of planning-can make learning other languages engaging and meaningful.
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