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Artículos de revistas sobre el tema "Language co-activity"

Autor: Grafiati

Publicado: 25 de enero de 2025

Última modificación: 31 de julio de 2025

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1

Lilja, Niina, and Arja Piirainen-Marsh. "Connecting the Language Classroom and the Wild: Re-enactments of Language Use Experiences." Applied Linguistics 40, no. 4 (2018): 594–623. http://dx.doi.org/10.1093/applin/amx045.

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Abstract Using multimodal conversation analysis, this article analyses language learning as an in situ process during a teacher-assigned, experientially based pedagogical activity. The activity involved a three-part pedagogical structure, where learners first prepared for and then participated in real-life service encounters, and later reflected on their experiences back in the classroom. The analysis details how the co-constructed telling sequences through which novice second language users re-enact their experiences create an occasion for language-focused activity. We argue that the actions

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Russo Cardona, Tommaso. "Metaphors in sign languages and in co-verbal gesturing." Dimensions of gesture 8, no. 1 (2008): 62–81. http://dx.doi.org/10.1075/gest.8.1.06rus.

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In analyses of the grammatical structure of sign languages (Liddell, 2003), “classifier forms” which play a major role in these spatialised grammars, are looked upon as a “gestural” component of sign language. Kendon (2004) pointed out that some of the organizational principles of co-verbal gesturing can be compared to “classifiers” in sign languages. In this paper drawing on previous analyses of LIS (Italian Sign Language) metaphors in discourse (Russo, 2004a, 2005) the role of “classifier forms” in SL metaphors is examined and compared with some aspects of gestural metaphors produced during

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Linuwih, Endar Rachmawaty, and Nopita Trihastutie. "Digital Entertainment to Support Toddlers’ Language and Cognitive Development." TEKNOSASTIK 18, no. 1 (2020): 1. http://dx.doi.org/10.33365/ts.v18i1.467.

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This current research aimed at seeing how English nursery rhymes and kids’ songs as learning media support toddlers who are not living in an English speaking country (Indonesia) but exposed to the English language media during their normal baby-sitting times to learning English. To observe how two Indonesian toddlers learned English language in their early critical period of language acquisition through co-watching activity, Early Development Instrument which focuses on language and cognitive development domain with reading awareness and reciting memory subdomain was applied to observe two sub

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4

Early, Jessica Singer, and Tracey T. Flores. "Escribiendo Juntos: Toward a Collaborative Model of Multiliterate Family Literacy in English Only and Anti-immigrant Contexts." Research in the Teaching of English 52, no. 2 (2017): 156–80. http://dx.doi.org/10.58680/rte201729378.

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This article describes an after-school family literacy program as a model of multiliterate collaboration under and against English Only and anti-immigrant conditions. The model reveals how state politics surrounding language, ethnicity, and citizenship may interact with the activity systems of family literacy programs to redefine what counts as sanctioned language and literacy learning within school spaces. This article details the findings of a qualitative study and includes the goals and curriculum of the program, as well as the recruiting mechanisms, participants, participant feedback, and

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Cotoc, Alexandra, and Ioana Mudure-Iacob. "A #Co-Teaching Story from the Digital Pedagogical Framework." Linguaculture 15, Special Issue (2024): 44–63. https://doi.org/10.47743/lincu-2024-si-0386.

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The pairing of educational technology and pedagogy within new media in the exploration of foreign language teaching approaches reveals a proximity to genuine interaction among learners through immersion in language education and new media content creation. Shifting from the role of “learning to create” into a more “creating to learn”-focused role, students are empowered to become active media creators while using language and tech savviness, as well as digital apps and tools, as core skills. In doing so, the language class gains the potential to become a microcommunity of practice that encoura

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H. Le, Huong. "English Language University Teachers’ Research Activity: Untold Stories in Vietnam." Global Research in Higher Education 1, no. 1 (2018): 45. http://dx.doi.org/10.22158/grhe.v1n1p45.

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<em>This qualitative case study explores English language university teachers’ engagement in research including their interests, publications and co-operation, from which the obligation of research activity at universities in Vietnam is revealed. Twenty-one English language university teachers at Hong Duc University were invited to participate in the research. Survey questionnaire and Skype semi-structured interview were employed to collect necessary data to identify teacher participants’ involvement in research. Being seen from socio-cultural perspectives, the findings of the study indi

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7

Fang, Di. "Collaborative assessments in Mandarin conversation." Chinese Language and Discourse 12, no. 1 (2021): 52–83. http://dx.doi.org/10.1075/cld.00037.fan.

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Abstract The co-production of a sentence is a phenomenon that is widely observed in talk-in-interaction across languages. However, with a few notable exceptions, there is still much room for the investigation of how the co-production of sentences is put to the service of specific actions and activities in different language communities. This paper, using 10 hours of video-recorded data, examines the co-production of assessments (“collaborative assessments”) in Mandarin conversation. It is found that speakers can use syntactic, prosodic, and bodily-visual devices to realize assessment collabora

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Tal-Or, Nurit, and Yariv Tsfati. "Does the Co-Viewing of Sexual Material Affect Rape Myth Acceptance? The Role of the Co-Viewer’s Reactions and Gender." Communication Research 45, no. 4 (2015): 577–602. http://dx.doi.org/10.1177/0093650215595073.

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While media research has long ago acknowledged that watching TV is a social activity, only a few studies have examined the effects of co-viewing on adult reactions to a televised text. In the current investigation, we used social-cognitive theory combined with previous research on the intra-audience effect, audience identification, transportation, and attitude change to develop hypotheses connecting co-viewers’ reactions, co-viewers’ gender, and viewer’s post-exposure attitudes. Participants watched a movie segment that ended in a rape scene. We manipulated their confederate co-viewers’ displa

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9

Hellermann, John. "The sequential and prosodic co-construction of a ‘quiz game’ activity in classroom talk." Journal of Pragmatics 37, no. 6 (2005): 919–44. http://dx.doi.org/10.1016/j.pragma.2004.09.009.

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Herazo Rivera, Jose David, and Anamaría Sagre Barboza. "The Co-Construction of Participation Through Oral Mediation in the EFL Classroom." PROFILE Issues in Teachers' Professional Development 18, no. 1 (2016): 149–63. http://dx.doi.org/10.15446/profile.v18n1.49948.

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<span>Sociocultural theory argues that an individual’s mental, social, and material activity is mediated by cultural tools. One such tool is the language or discourse teachers use during whole class interaction in the second language classroom. The purpose of this study was to examine how a Colombian se-cond language teacher mediated her ninth-grade students’ participation during classroom interaction. We videotaped and transcribed five lessons and interviewed the teacher after each lesson. Findings revealed that the teacher mainly used questions, elaborations, recasts, and continuatives

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11

Sorvari, Jaana, Satu Rusko, Nina Jackson, and Hanna-Leena Ainonen. "Integrating entrepreneurial working life skills with foreign language teaching – two cases from the University of Oulu." Language Learning in Higher Education 10, no. 2 (2020): 521–29. http://dx.doi.org/10.1515/cercles-2020-2033.

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Abstract This activity report describes two cases of Language teaching for degree students in the University of Oulu with new pedagogical approaches aiming towards authentic working life skills. Co-creation, collaborative learning and cooperation across borders are the building blocks for these innovative language teaching projects. Case 1 describes Entrepreneurial Language Studies in English and Swedish courses, co-created with the Ministry of Culture and Education Key Projects, which aim for fostering entrepreneurial culture and creating entrepreneurial learning environments at universities.

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McDougall, Jill. "Basal Readers In The Language Program." Aboriginal Child at School 22, no. 3 (1994): 24–27. http://dx.doi.org/10.1017/s0310582200005290.

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Most educationalists now acknowledge the pedagogical power of the Whole Language or Language Experience approach to the teaching of reading and other language skills. This approach is particularly valuable in remote Aboriginal schools where teaching resources can be made culturally relevant by centering learning around local and community driven experiences. Once a theme has been selected (usually around a personal or mediated experience such an excursion or other activity or a Big Book), the children are immersed in the oral and written language that arises from this experience. Activities ma

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Usacheva, O. V. "Professional Orientation of a Teacher of Foreign Languages Using Reflective Activities." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 4(78) (2020): 158–62. http://dx.doi.org/10.17277/voprosy.2020.04.pp.158-162.

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The problem of the formation of a foreign language communicative competence remains relevant in teaching foreign languages. The relationship between the teacher and the student is of great importance in the educational process, namely, the positions of cooperation, co-creation, and synergy of the result from teamwork. Within the framework of such training, activity tasks are highlighted. To ensure an effective educational process, it is necessary to teach students reflective activities, which leads to a better understanding of problems in the educational process. Therefore, reflective activiti

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Shaw, Emily. "Gesture at the crossroads." Semiotic Diversity of Language 36 (December 31, 2022): 179–211. http://dx.doi.org/10.1075/bjl.00075.sha.

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Abstract Task-based exchanges are known to have multiple co-occurring interactive structures that prompt interlocutors to integrate various semiotic fields (Goodwin 2000). In addition to underlying norms of cooperative interaction, task-based exchanges include joint accomplishment of some activity. In this study, a group of co-workers (two hearing and one deaf) engaged in a team-building exercise where they jointly constructed a container fit for protecting an egg. They communicated, in part, via a sign language interpreter. Clark’s (2016) methods of communication were applied to the interpret

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15

Gruschko, Svitlana. "TRANSLATION AS MENTAL INTERPRETATION ACTIVITY IN LINGUISTICS AND LITERATURE." Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky: Linguistic Sciences 18, no. 28 (2019): 43–53. http://dx.doi.org/10.24195/2616-5317-2019-28-4.

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In the article the phenomenon of translation is regarded as mental interpretation activity not only in linguistics, but also in literary criticism. The literary work and its translation are most vivid guides to mental and cultural life of people, an example of intercultural communication. An adequate perception of non-native culture depends on communicators’ general fund of knowledge. The essential part of such fund of knowledge is native language, and translation, being a mediator, is a means of cross-language and cross-cultural communication. Mastering another language through literature, a

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Thompson, Ian. "The Mediation of Learning in the Zone of Proximal Development through a Co-constructed Writing Activity." Research in the Teaching of English 47, no. 3 (2013): 247–76. http://dx.doi.org/10.58680/rte201322712.

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This article develops a theoretical understanding of the processes involved in the co-construction of a written text by a teacher and student from a Vygotskian perspective. Drawing on cultural-historical and sociocultural theories of writing and Vygotsky’s concept of the Zone of Proximal Development (ZPD), this case study of a student and teacher interaction in a UK secondary school examines the social mediation of collaborative activity in the negotiation of meaning.While expressivist process theories of writing focus on the development of the authentic voice of the writer, this article conte

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Baker, Michael J. "Collaboration in collaborative learning." Coordination, Collaboration and Cooperation 16, no. 3 (2015): 451–73. http://dx.doi.org/10.1075/is.16.3.05bak.

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This paper presents a theorisation of collaborative activity that was developed in the research field known as “collaborative learning”, in order to understand the processes of co-elaboration of meaning and knowledge. Collaboration, as distinguished from cooperation, coordination and collective activity, is defined as a continued and conjoined effort towards elaborating a “joint problem space” of shared representations of the problem to be solved. An approach to analysing the processes of co-construction of a joint problem space is outlined, in terms of inter-discursive operations, together wi

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18

Moraes, Rozania Maria Alves de, and Wescley Batista Lopes. "Instrumentos mediadores na atividade linguageira de professores iniciantes de francês (Mediating instruments in the linguistic activity of beginning teachers of French)." Estudos da Língua(gem) 17, no. 3 (2019): 117. http://dx.doi.org/10.22481/el.v17i3.5943.

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O presente artigo analisa o discurso de dois professores estagiários de Francês como língua estrangeira (FLE), que participaram de um processo dialógico de (co)análise da atividade, denominado autoconfrontação. Objetivamos investigar o uso de instrumentos mediadores na atividade destes sujeitos. Empregamos a teoria sócio-histórico-cultural, de Vigotski, a teoria da gênese instrumental, os estudos da Clínica da Atividade e da Ergonomia da Atividade e os aportes da filosofia bakhtiniana da linguagem. Em nossos resultados, evidenciamos, a partir de marcas linguístico-discursivas dos estagiários,

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19

Qodirov, Baxtiyor. "Advantages of task-based language learning and teaching." Software Engineering and Applied Sciences 1, no. 4 (2025): 77–80. https://doi.org/10.5281/zenodo.15177345.

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<strong>Abstract:</strong>  Task-based languages learning classes contain students of mixed abilities. It shows a gap-fill requiring students to differentiate between the uses of certain prepositions or verb forms a 'task', or is an activity which asks students to discuss the possible solution to a riddle a 'task'? You may well have your own views on this, certainly the colleagues who co-habit the staffroom in language learning.  To conclude, all classes are mixed ability to one extent or another. Extreme cases, when you have near native level speakers with beginners, can be very cha

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20

Isakov, Vladimir. "Graphic Language in Law." Legal Issues in the Digital Age 3, no. 3 (2022): 47–67. https://doi.org/10.17323/2713-2749.2022.3.47.67.

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Language in this paper is understood as a system of signs of various physical nature, which serves cognitive and communicative functions in human thinking. Languages are formed naturally or created by man artificially for certain purposes. The graphic language as a class belongs to artificial language systems. Graphic language in law is not a unique phenomenon. The system of state symbols studied by heraldry is a variety of the graphical language, just as traffic signs and other signs in transport — water, sea, air, rail, pipeline. The military have a system of symbols of their own such as gra

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21

Li, Cheng-Tuan, Yong-Ping Ran, and Daniel Kádár. "Constructing self-expert identity via other-identity negation in Chinese televised debating discourse." Text & Talk 38, no. 4 (2018): 435–55. http://dx.doi.org/10.1515/text-2018-0009.

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Abstract This article investigates the conflictive construction of identities in Chinese interactions. We examine the way in which people build up their own identities as “experts” and negate others’ similar identities in Chinese televised debates with complex participation structure. Our datasets are collected from 120 Chinese televised debates. Using indexicality (Bucholtz, Mary & Kira Hall. 2005. Identity and interaction: a socio-cultural linguistic approach. Discourse Studies 7[4/5]. 585–614) and Membership Categorization (Sacks, Harvey. 1992. Lectures on conversation, vols I and II, e

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Hopper, Paul J., and Sandra A. Thompson. "Transitivity in Grammar and discourse." Language 101, no. 2 (2025): 351–96. https://doi.org/10.1353/lan.2025.a962934.

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Abstract: Transitivity involves a number of components, only one of which is the presence of an object of the verb. These components are all concerned with the effectiveness with which an action takes place, e.g., the punctuality and telicity of the verb, the conscious activity of the agent, and the referentiality and degree of affectedness of the object. These components co-vary with one another in language after language, which suggests that Transitivity is a central property of language use. The grammatical and semantic prominence of Transitivity is shown to derive from its characteristic d

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Fenwick, Lisl. "Teaching practices for initiating and sustaining classroom dialogue about text and language within senior high-school science." L1-Educational Studies in Language and Literature 25, no. 1 (2025): 1–27. https://doi.org/10.21248/l1esll.2025.25.1.839.

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Making appropriate language choices to represent meaning about sequences of activity in sequential explanations is essential for success in senior high school biology classrooms, but the ways in which teachers can engage students in classroom dialogue that includes opportunities for the development of this language and associated textual understanding has not been investigated. Design-based research supported two biology teachers in two Australian high schools to learn about the language patterns in English required to represent meanings about activity in senior high school biology and to deve

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Ou, Wanyu Amy, Mingyue Michelle Gu, and Francis M. Hult. "Discursive ripple effects in language policy and practice." Australian Review of Applied Linguistics 44, no. 2 (2021): 154–79. http://dx.doi.org/10.1075/aral.20096.ou.

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Abstract The advancement of English as an instrument for the internationalization of higher education has foregrounded English as an academic lingua franca (EALF), and the case of China is no exception. This study focuses on the process by which EALF has been interpreted and negotiated across university policies and local practices in China’s internationalized higher education. Drawing upon nexus analysis and multisource data, the study traced the discursive (re)location of EALF across different scales of social activity related to multilingualism at an English-medium transnational university

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Pramono, Diah Atika, Hasyim Asy’ari, Afif Zamroni, and M. Ali Haidar. "Program Pembelajaran dalam Pembentukan Kompetensi Bahasa Asing dan Teknologi Informasi Siswa." Chalim Journal of Teaching and Learning 2, no. 2 (2023): 96–107. http://dx.doi.org/10.31538/cjotl.v2i2.359.

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Based on the results of data source analysis, it is known that the foreign language competency establishment program focuses on the English and Arabic learning programs. The program is divided into co-curricular, intra-curricular, and extracurricular. Co-curricular activities stand in the form of habituation, which is the English morning program for Class X, also Muhadatsah Lughatil Arabiya and Shobahul Lughah for Class XI. Intra-curricular is filled with English and Arabic language subjects. Meanwhile, extracurricular activities include English Specialization Class and Arabic Specialization C

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Pritzker, Sonya E. "Living translation in US Chinese medicine." Language in Society 41, no. 3 (2012): 343–63. http://dx.doi.org/10.1017/s0047404512000280.

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AbstractThis article demonstrates the ongoing, culturally situated and co-constructed nature of the translation of Chinese medicine from Chinese into English. Building upon scholarship in anthropology, sociolinguistics, and translation studies, this article contributes to the building of an anthropologically grounded theory of translation as an ongoing lived event, with implications far beyond the simple transfer of meaning from “source” to “target” languages. Through the examination of video and audio data collected over two years, I show how participants in classroom interactions at a southe

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Nilsson, Elin, Anna Ekström, and Ali Reza Majlesi. "Speaking for and about a spouse with dementia: A matter of inclusion or exclusion?" Discourse Studies 20, no. 6 (2018): 770–91. http://dx.doi.org/10.1177/1461445618770482.

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This study analyses sequences where people with dementia are positioned as third parties in stories about their own lives. Previous research emphasises how people with dementia are frequently excluded from social encounters, and how others tend to speak for or about them in their co-presence. Drawing on conversation analytic methods when analysing 15 video recorded interviews with Swedish couples living with dementia, we argue that telling stories in which a spouse with dementia is positioned as a third party in his or her co-presence does not have to be an activity of exclusion. Rather, among

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Leonteva, A. V., O. V. Agafonova, and A. A. Petrov. "DISFLUENCIES AND THEIR GESTURE PROFILES: THE ANALYSIS OF SIMULTANEOUS INTERPRETING FROM L1 TO L2." Voprosy Kognitivnoy Lingvistiki, no. 2 (2023): 5–14. http://dx.doi.org/10.20916/1812-3228-2022-2-5-14.

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The article elaborates on the specifics of simultaneous interpreting as a highly demanding cognitive task which is reflected in the presence of speech disfluencies and co-occurring gestures. The analysis of simultaneous interpreting showed the differences in the distribution of speech disfluencies and demonstrated some correlations between these disfluencies and gestures. The data was obtained from 24 simultaneous interpreters, 12 per each group (Russian-English and Russian-German). The corpus was annotated in ELAN program and analyzed using quantitative and statistical methods. The results su

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Aamodt, Caitlin M., Madza Farias-Virgens, and Stephanie A. White. "Birdsong as a window into language origins and evolutionary neuroscience." Philosophical Transactions of the Royal Society B: Biological Sciences 375, no. 1789 (2019): 20190060. http://dx.doi.org/10.1098/rstb.2019.0060.

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Humans and songbirds share the key trait of vocal learning, manifested in speech and song, respectively. Striking analogies between these behaviours include that both are acquired during developmental critical periods when the brain's ability for vocal learning peaks. Both behaviours show similarities in the overall architecture of their underlying brain areas, characterized by cortico-striato-thalamic loops and direct projections from cortical neurons onto brainstem motor neurons that control the vocal organs. These neural analogies extend to the molecular level, with certain song control reg

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Iturrioz Leza, José Luis, and Ana Line Martínez Sixto. "Articulación de semántica y pragmática. Los dos principios subyacentes a todas las operaciones lingüísticas." Anuario de Letras. Lingüística y Filología 9, no. 1 (2021): 43–73. http://dx.doi.org/10.19130/iifl.adel.2021.1.00282.

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Semantics and pragmatics are two equally necessary operational components that act in a circular and complementary way at all levels of language organization. Languages function as dynamic systems because they are constituted not only by formal and abstract semantic rules, but also by pragmatic rules that co-articulate in verbal activity inherent meaning with practical knowledge and communicative situations. Languages use different techniques for the same function, for example for the apprehension of colors, sounds, smells and tastes. In some techniques such as specific labeling, predominant i

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Zghibi, Makrem, Hajer Sahli, Wissam Ben Khalifa, Hatem Ghouili, Maher Gharbi, and Monoem Haddad. "Modalities of Student Responses in Football Games According to Players’ Cognitive Structures." Sustainability 13, no. 18 (2021): 10193. http://dx.doi.org/10.3390/su131810193.

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This work is part of a semio-constructivist conception of learning sport and physical education that emphasizes the primary role of language action in the co-construction of knowledge in/through action. The aim is to study the decision-making methods of three groups of students in a verbal football cycle. A total of 48 pupils participates voluntarily in our study, in mixed teams, with/without a teacher (Time = 2 × 4 mn) before/after small sided games (2 × 10 mn). The language activity of students is dependent on the development of cognitive structures identified from the classes to which they

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Kunitz, Silvia, Jessica Berggren, Malin Haglind, and Anna Löfquist. "Getting Students to Talk: A Practice-Based Study on the Design and Implementation of Problem-Solving Tasks in the EFL Classroom." Languages 7, no. 2 (2022): 75. http://dx.doi.org/10.3390/languages7020075.

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This study addresses a pedagogical practice-based issue, that is, difficulties with eliciting student–student co-constructed oral interaction in the EFL classroom. The study was conducted with a bottom-up approach to pedagogical research through the close collaboration of teachers and researchers who were equal partners in the research team. It was observed that students often engage in parallel monologues or unauthentic question–response sequences when accomplishing oral activities; thus, the research team aimed to design tasks providing opportunities for meaningful, co-constructed talk. The

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Paskevych, O., and O. Zubchenko. "LEARNING THE GERMAN LANGUAGE AS A METHOD FOR SOCIAL ADAPTATION OF UKRAINIAN REFUGEES ABROAD." Bulletin of Mariupol State University Series Philosophy culture studies sociology 13, no. 25 (2023): 116–25. http://dx.doi.org/10.34079/2226-2830-2023-13-25-116-125.

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The article is devoted to the problems of social adaptation of Ukrainian refugees in Germany, which have theoretical and practical significance in the context of large-scale Russian aggression against Ukraine. The co-authors aim to determine to what extent the successful mastery of the German language contributes to the settlement of our compatriots, to discuss the difficulties and problems that arise. Social adaptation is defined as the process and result of active adaptation of an individual or social group to the requirements and expectations of the participants of a new social community. T

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Shestopalova, I., and K. Potapenko. "SOCIALIZING ASPECTS OF DISCIPLINE "FOREIGN LANGUAGE"." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 4 (2018): 34–37. http://dx.doi.org/10.17721/2616-7786.2018/4-1/8.

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The article is devoted to the problem of socialization of an individual in the process of foreign language learning, which is a part of multicultural education and is considered as an important tool for a person's adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of a foreign language learning, not only the active development of natural resources, abilities, initiative, independence, take place, but also, assimilation of generally accepted in a society socio- cultural

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Chen, Yujie, Matthew Tom Anderson, Nathaniel Payne, Fabio R. Santori, and Natalia B. Ivanova. "Nuclear Receptors and the Hidden Language of the Metabolome." Cells 13, no. 15 (2024): 1284. http://dx.doi.org/10.3390/cells13151284.

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Nuclear hormone receptors (NHRs) are a family of ligand-regulated transcription factors that control key aspects of development and physiology. The regulation of NHRs by ligands derived from metabolism or diet makes them excellent pharmacological targets, and the mechanistic understanding of how NHRs interact with their ligands to regulate downstream gene networks, along with the identification of ligands for orphan NHRs, could enable innovative approaches for cellular engineering, disease modeling and regenerative medicine. We review recent discoveries in the identification of physiologic lig

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Rybalko, Svetlana Aleksandrovna. "Educational and pedagogical discourse and its axiological component in the framework of the third generation cognitive research." Филология: научные исследования, no. 8 (August 2023): 44–50. http://dx.doi.org/10.7256/2454-0749.2023.8.43774.

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In this review, we intend to consider the possibility of analyzing the pedagogical discourse and its axiological component within the framework of the traditions of the third generation cognitive approach. The study of educational and pedagogical discourse is of interdisciplinary nature. Researchers from various areas of social sciences explore categorical, genre, social, linguistic, and other features of educational and pedagogical discourse. We propose to look at axiological component of educational and pedagogical discourse from the perspective of third-generation cognitive linguistics, in

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Pinto, Derrin, and Donny Vigil. "Searches and clicks in Peninsular Spanish." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 29, no. 1 (2019): 83–106. http://dx.doi.org/10.1075/prag.18020.pin.

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AbstractThe current study analyzes the use of click sounds in Peninsular Spanish with a focus on those that occur when speakers are searching for what to say and signaling a particular stance. The data corpus consists of interviews with 18 speakers from Spain who produce a total of 281 clicks. We consider clicks to be a non-lexical discourse marker that conveys information to the listener regarding how an utterance should be interpreted. By applying a discourse-pragmatic approach from both quantitative and qualitative perspectives, we examine contextual and co-textual factors that co-occur wit

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Shestopalova, I. "THE ENGLISH LANGUAGE LEARNING AS A PROCESS OF SOCIALISATION." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (2019): 56–59. http://dx.doi.org/10.17721/1728-2217.2019.41.56-59.

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The article is devoted to the problem of socialization of an individual in the process of studying a foreign language, which is a part of multicultural education and is considered as an important tool for a person’s adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of studying a foreign language, not only in terms of the active development of inherent capabilities, abilities, initiative, independence, take place, but also, in terms of assimilating and activating the g

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Cuffari, Elena Clare, Ezequiel A. Di Paolo, and Hanne De Jaegher. "Letting language be: reflections on enactive method." Filosofia Unisinos 22, no. 1 (2021): 117–24. http://dx.doi.org/10.4013/fsu.2021.221.14.

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Prompted by our commentators, we take this response as an opportunity to clarify the premises, attitudes, and methods of our enactive approach to human languaging. We high-light the need to recognize that any investigation, particularly one into language, is always a concretely situated and self-grounding activity; our attitude as researchers is one of knowing as engagement with our subject matter. Our task, formulating the missing categories that can bridge embodied cognitive science with language research, requires avoiding premature abstractions and clarifying the multiple circularities at

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Sinaga, Lusiana, and Tasnim Lubis. "Performance of Arabic Language Learning Participation at Ponpes Al-Ikhwan Serapuh ABC." Tradition and Modernity of Humanity 5, no. 1 (2025): 1–7. https://doi.org/10.32734/tmh.v5i1.19942.

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This study aimed to describe the performance of Arabic language learning participation at Al-Ikhwan Serapuh ABC Islamic Boarding School. The ethnographic method proposed by Spradley [1][2] was applied in this research, from collecting data to analyzing it. The participation theory uses the participation structure proposed by Philips, and the participation framework uses Goffman's opinion[3]. The data were text, co-text, and context on Arabic language learning situations. The data were collected through recordings, interviews and participant observation. This study focused on finding the patter

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Startseva, Natalya, Valeriia Ilchenko, and Olena Karpenko. "Learner agency and its types; application in the language learning environment." Journal of V.N. Karazin Kharkiv National University. Series: Foreign Philology. Methods of Foreign Language Teaching, no. 99 (June 30, 2024): 133–40. http://dx.doi.org/10.26565/2786-5312-2024-99-17.

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The article examines student agency as the student’s resource or asset that influences the formation of an individual learning path in foreign language acquisition. Two types of resources are identified: personal – individual characteristics of the student’s intellectual cognitive development, acquired skills, knowledge – and external, economic and social resource, – social, family and educational environment as well as networks. The influence of changes taking place in the learning environment, in particular in language acquisition, and the impact of transformational competencies on the forma

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Swann, Joan, and Daniel Allington. "Reading groups and the language of literary texts: a case study in social reading." Language and Literature: International Journal of Stylistics 18, no. 3 (2009): 247–64. http://dx.doi.org/10.1177/0963947009105852.

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This article analyses discourse arising in reading group discussions as an instance of a real-world literary reading practice; it arises from and reports on the AHRC-funded Discourse of Reading Groups project. This naturalistic, observational approach to literary reading is contrasted with experimental approaches. Excerpts from the total dataset in which the language of literary texts is discussed are here subjected to two forms of analysis: software-assisted qualitative analysis suggests that where participants appear to make reference to their subjective responses to texts, this often has th

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Loginova, E. G. "THE COGNITIVE-COMMUNICATIVE PERSPECTIVE OF EVENT CONSTRUAL IN PUBLIC PLAY-READING." Voprosy Kognitivnoy Lingvistiki, no. 4 (2023): 47–56. http://dx.doi.org/10.20916/1812-3228-2023-4-47-56.

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The paper presents a study of the interplay of speech and co-speech gestures which emerges during the public play-reading. The research issue is to identify the specific features and functions of gestures in co-occurring verbal and gestural conceptualizations exemplified by a public reading of D. Danilov’s “A Man from Podolsk”. We assume that gestural features and functions are related to the peculiarities of the public play-reading as a separate type of theatrical discourse. The data obtained were annotated in ELAN program followed by functional annotation with the help of functional annotati

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Denisenkova, N. S., P. I. Taruntaev, and V. V. Fyodorov. "Adaptation of the Questionnaire Parental Mediation Of Children's Media Activity by G. Nimrod, D. Lemish, N. Elias on a Russian Sample of Parents of Older Preschoolers." Psychological-Educational Studies 15, no. 3 (2023): 96–114. http://dx.doi.org/10.17759/psyedu.2023150307.

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<p>The issue of digitization of modern childhood is attracting increasing attention from researchers. In most cases, we obtain information about how preschoolers use various gadgets from parents. Literature analysis has shown that many authors consider the strategies through which adults regulate and mediate the influence of digital devices and various media products on children as the most adequate parameter for studying parental mediation of children's media activity. However, there are not many tools available for studying this phenomenon. Such questionnaires are more common in Englis

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Scharber, Cassandra, Kris Isaacson, Tracey Pyscher, and Cynthia Lewis. "Participatory culture meets critical practice." English Teaching: Practice & Critique 15, no. 3 (2016): 355–74. http://dx.doi.org/10.1108/etpc-01-2016-0021.

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Purpose This paper aims to closely examine the features of an urban community-based learning program to highlight the synergy between its educational technology, literate practices and social justice ethos that impact youths’ learning and documentary filmmaking. This examination of a learning setting illuminates the “what is possible” and “how it comes to be possible” (Gomez et al., 2014, p. 10), illustrating possibilities for youths’ tech-mediated literacies to facilitate, support and extend engagement in social justice. Design/methodology/approach Grounded in the theoretical and analytical c

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Feller, Sebastian. "The good, the bad, and the ugly." Language and Dialogue 4, no. 3 (2014): 341–56. http://dx.doi.org/10.1075/ld.4.3.01fel.

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In this paper, I will present a dialogic view of identity. I argue that identity is not a static description of who or what a person or thing is rather than the outcome of, what I call, a dialog of cultures. In a broad sense, identities are negotiated or, co-constructed, against the background of different perspectives between the dialog partners. From this point of view, identity construction is a joint activity with no one having full control over its outcome. In contrast, identities rather “happen” in dialog. The analysis of selected dialogs from a German talk show will illustrate how the c

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Bolden, Galina B., and Jenny Mandelbaum. "The use of conversational co-remembering to corroborate contentious claims." Discourse Studies 19, no. 1 (2017): 3–29. http://dx.doi.org/10.1177/1461445616683593.

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Memory is a central epistemic resource, yet the interactional organization of shared remembering is largely unexplored. Drawing on a large corpus of video- and audio-recorded interactions in English and Russian, we examine a collection of over 50 cases in which participants are engaged in the activity of co-remembering. We show that memory formulations are commonly used as an evidential method to legitimize or support a claim or point of view in contexts of challenges, objections, disagreements, skepticism, resistance and when alternative positions are on the floor. Our study indicates that in

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Keisanen, Tiina, and Elise Kärkkäinen. "A multimodal analysis of compliment sequences in everyday English interactions." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 24, no. 3 (2014): 649–72. http://dx.doi.org/10.1075/prag.24.3.09kei.

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This study offers a multimodal analysis of turns in everyday English interactions that are used for making compliments, i.e. for positively evaluating the appearance, personal qualities or actions of (a) co-present participant(s) in the present situation. We first identify the most frequent linguistic formats recurrently occurring in compliments in our data. We then focus on the sequential interactional analysis of compliment sequences, i.e. the production of the compliment and the response it receives. While a range of bodily-visual displays and prosodic features can be identified as co-const

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Bekomson, Achi N., Melvina N. Amalu, Anthony N. Mgban, and Kingsley B. Abang. "Interest in Extra Curricular Activities and Self Efficacy of Senior Secondary School Students in Cross River State, Nigeria." International Education Studies 13, no. 8 (2020): 79. http://dx.doi.org/10.5539/ies.v13n8p79.

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The main purpose of the study was to find out if interest in extra-curricular activities has any influence on self-efficacy with reference to social self-efficacy, academic self-efficacy, language self-efficacy and moral self-efficacy. The ex-post facto design was adopted for the study. A sample of 1,586 students was randomly selected from the public secondary schools in Cross River State for the study. A questionnaire titled &ldquo;Interest in Extra Curricular Activity and Self-Efficacy (IECASEQ) was the instrument used for data collection. The face validity of the instrument was determin

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Emiliasari, Raynesa Noor, Eka Prasetyo, and Eva Fitriani Syarifah. "Problem-based Learning: Developing Students' Critical Thinking." Linguists: Journal of Linguistics and Language Teaching 5, no. 1 (2019): 56. http://dx.doi.org/10.29300/ling.v5i1.1962.

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The Problem-based Learning model is one of the learning models that can develop students’ critical thinking because it uses real-life problems foundation of learning activity. This research aims to describe the implementation of PBL in English language learning in developing students’ critical thinking, teacher’s role in PBL, teacher’s barriers and the impact of PBL toward students’ critical thinking. This research took place in one of the senior high school in Majalengka. The observation was conducted three times in the class of eleventh grade and then the interview was delivered to one Engli

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