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Tesi sul tema "Spoken English"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 25 luglio 2025

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1

Wells, W. H. G. "Focus in spoken English." Thesis, University of York, 1988. http://etheses.whiterose.ac.uk/10783/.

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2

Sköld, Lovisa. "Spoken English in the EFL classroom : A study of Swedish pupils’ attitudes towards spoken English." Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1745.

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Abstract (sommario):
<p>The purpose of this essay is to investigate pupils’ attitudes towards spoken English and towards speaking in front of their friends, and how these attitudes appear to be related to their oral communication and communicative behaviour in the classroom. The material was collected by video taping two classes, a questionnaire in these two classes and by interviewing their teacher.</p><p>The results show that motivation and anxiety are psychological factors that play a significant role in the learning process. Attitudes, both towards the target language and towards their own production affect pu
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3

Toivanen, Juhani H. "Perspectives on intonation English, Finnish, and English spoken by Finns /." Frankfurt am Main ; New York : Peter Lang, 2001. http://catalog.hathitrust.org/api/volumes/oclc/47142055.html.

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4

Hincks, Rebecca. "Computer support for learners of spoken English." Doctoral thesis, Stockholm : KTH Computer science and communication, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-467.

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5

Piotrowski, Jennifer A. "Information Structure of Clefts in Spoken English." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10024.

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xiii, 92 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Towards a more complete description of cleft constructions, this thesis comprises an investigation of the prosody, syntax, and information structure of IT clefts, REVERSE WH clefts, and existential THERE clefts in Spoken English. Cleft constructions were extracted from the Santa Barbara Corpus of Spoken American English on the basis of syntactic characteristics, and empirical methods were developed for evaluating clefts with respect to pr
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6

Kuo, Chen-Li. "Interpreting intonation in English-Chinese spoken language translation." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492917.

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This thesis presents a system for translating spoken English into Mandarin, paying particular attention to the relationship between the phonologically marked emphatic/ contrastive focus in English and the lexical/syntactic focus constructions in Mandarin. This is based on the assumption that information carried by intonation in English may be expressed using lexical/syntactic devices in tone languages.
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7

Black, Gladys Elizabeth. "Educational drama, regional dialect & spoken standard English." Thesis, University of Ulster, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390152.

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8

Pace-Sigge, Michael. "Evidence of lexical priming in spoken Liverpool English." Thesis, University of Liverpool, 2010. http://livrepository.liverpool.ac.uk/7873/.

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This thesis is about two things. Firstly, drawing on Michael Hoey’s Lexical Priming, it aims to extend the research represented in that book – into the roots of the concept of priming and into how far Hoey’s claims are valid for spoken English corpora. The thesis traces the development of the concept of priming, which was initially work done by computational analysts, psychologists and psycho-linguists, to present a clearer picture of what priming means and in how far the phenomenon of priming has been proven to be a salient model of how man’s mind works. Moving on from that, I demonstrate how
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9

Hjelte, Maria. "Spoken ESL in Secondary School : A Study of Spoken English In School and Outside of School." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9717.

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The present study investigates the pupils' spoken English in the classroom as opposed to their spoken English outside school, and suggests ways of how the teachers can incorporate the pupils' pre-knowledge into the teaching of ESL. Today the pupils' pre-knowledge of ESL is developed into their own vernacular, which I choose to refer to as “Media English”, as opposed to the “Academic English” they are taught in school. Two classes in year 8 have answered a questionnaire, and the pupils show both willingness to learn, and awareness of the necessity of knowing the English language, since most pup
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10

Cohan, Jocelyn Ballantyne. "The realization and function of focus in spoken English /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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11

Loc, Ton That Tung, and n/a. "Assessing the spoken English of Vietnamese EFL teacher-trainees." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.142405.

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This study examines the problems of constructing and administering a test of spoken English for Vietnamese EFL teacher-trainees. In an attempt to standardize the assessment, a planned oral interview was pilottested with a group of ten Vietnamese EFL teachers currently enrolled in a Graduate Diploma Course in TESOL at the Canberra College of Advanced Education, Australia. Results of the study indicate that the validity and reliability of such measurement can be achieved if certain carefully outlined procedures in planning the test and training the testers are carefully followed. Given the close
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12

Munyandamutsa, Jean Baptiste. "Study of the Rwandan learners' intelligibility in spoken English." Thesis, Cardiff University, 2005. http://orca.cf.ac.uk/55571/.

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The present study investigates the phonological productive and perceptual competence of a group of Rwandan learners of English and the effect that phonological deviations have on their intelligibility and comprehension in spoken English. In order to discover the hierarchy and degree of difficulty these subjects have in the segmental and suprasegmental features of English, productive and perceptual tests of words and sentences were designed and administered to a group of 60 subjects. The study also attempts to explain the effect of various interlanguage phenomena which occur in the production a
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13

Thiele, Klaus. "Metaphors in spoken academic discourse in German and English." Thesis, Aston University, 2013. http://publications.aston.ac.uk/20907/.

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Metaphors have been increasingly associated with cognitive functions, which means that metaphors structure how we think and express ourselves. Metaphors are embodied in our basic physical experience, which is one reason why certain abstract concepts are expressed in more concrete terms, such as visible entities, journeys, and other types of movement, spaces etc. This communicative relevance also applies to specialised, institutionalised settings and genres, such as those produced in or related to higher education institutions, among which is spoken academic discourse. A significant research ga
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14

Ho, Wai Ching. "The English spoken and written narratives of Cantonese speakers." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/76.

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15

Tucker, Benjamin Vardell. "Spoken Word Recognition of the Reduced American English Flap." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194987.

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Phonetic variation as found in various speech styles is a rich area for research on spoken word recognition. Research on spoken word recognition has focused on careful, easily controlled speech styles. This dissertation investigates the processing of the American English Flap. Specifically, it focuses on the effect of reduction on processing. The main question asked in this dissertation is whether listeners adjust their expectations for how segments are realized based on speech style. Even more broadly, how do listeners process or recognize reduced speech? Two specific questions are asked that
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16

Hinrich, Sally Wellenbrock. "A contextualized grammar proficiency test using informal spoken English." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3816.

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Intensive college-level ESL programs typically focus on building students' academic skills in English. Yet many ESL students leave the intensive programs only to find that they cannot sufficiently comprehend conversations with native English-speaking classmates or understand freshman-level lectures. While the students frequently perceive the problem as relating to the rapid speech tempo used by native speakers, an integral part of the comprehension problem is the pervasive use of modified forms of English, commonly called reductions, contractions, and assimilations. The present research invest
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17

Ranbom, Larissa J. "Lexical representation of phonological variation in spoken word recognition." Diss., Online access via UMI:, 2005. http://wwwlib.umi.com/dissertations/fullcit/1425750.

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18

McGuire, Michael Larson-Hall Jenifer. "Formulaic sequences in English conversation improving spoken fluency in non-native speakers /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11024.

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19

Початко, Тетяна Володимирівна, Татьяна Владимировна Початко, and Tetiana Volodymyrivna Pochatko. "A sidelight on conversational english." Thesis, Sumy State University, 2020. https://essuir.sumdu.edu.ua/handle/123456789/78074.

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If we were to compare the spoken and the literary language we should be greatly impressed by the marked difference that distinguishes the one from the other. This renders a closer study of spoken English all the more important especially because no serious effort has been devoted to this essential aspect of linguistic training. Greater flexibility as regards syntax and grammar is pointed out as one of the distinctive features of spoken English. It can best of all be perceived in its syntactical pattern ever so different from that of the literary language. As W. J. Ball in "Conversational Engli
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20

Islam, S. M. Ariful. "L1 Influence on the Spoken English Proficiency of Bengali Speakers." Thesis, Högskolan Dalarna, Engelska, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-883.

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21

Roberts, Paul. "Spoken English as a world language : international and intranational settings." Thesis, University of Nottingham, 2005. http://eprints.nottingham.ac.uk/11110/.

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This thesis sets out to characterise English as a World Language, in contrast with English used in homogeneous, intranational settings. After a brief introduction, the relevant literature is reviewed in two chapters: firstly the concept of an international variety of English is challenged and, following this, there is consideration of current thinking under the headings of English as an International Language and English as Lingua Franca. This preliminary part of the thesis leads to some hypotheses concerning the way in which EWL might be characterised, with particular attention to attitudes a
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22

Cane, Graeme. "A linguistic description of spoken Brunei English in the 1990s." Thesis, University of Strathclyde, 1993. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21242.

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The thesis discusses the variety of English that is spoken today in Brunei Darussalam and assesses its status as a 'New English'. Using a corpus of spoken data which was recorded and transcribed by the author, the thesis attempts to produce an empirically based linguistic description of the grammatical, lexical and discourse features found in spoken Brunei English and to discuss the ways in which these features differ from the equivalent features in Standard British English. The final part of the study is concerned with the pedagogical and language planning implications of recognizing the exis
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23

Jones, Christian. "Spoken discourse markers and English language teaching : practices and pedagogies." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12260/.

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This thesis reports on a mixed methods classroom research study carried out at a British university. The study investigates the effectiveness of two different explicit teaching approaches, Illustration – Interaction – Induction (III) and Present – Practice – Produce (PPP) used to teach the same spoken discourse markers to two different groups of Chinese learners at the same level of language competency. It was hypothesised that one explicit teaching approach would be more effective than the other in terms of both short and longer term acquisition and both would be more effective than no teachi
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24

Plum, Guenter Arnold. "Text and Contextual Conditioning in Spoken English: A genre approach." Thesis, The University of Sydney, 1988. http://hdl.handle.net/2123/608.

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This study brings together two approaches to linguistic variation, Hallidayan systemic-functional grammar and Labovian variation theory, and in doing so brings together a functional interpretation of language and its empirical investigation in its social context. The study reports on an empirical investigation of the concept of text. The investigation proceeds on the basis of a corpus of texts gathered in sociolinguistic interviews with fifty adult speakers of Australian English in Sydney. The total corpus accounted for in terms of text type or genre numbers 420 texts of varying length, 125
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25

Plum, Guenter Arnold. "Text and Contextual Conditioning in Spoken English: A genre approach." University of Sydney. Linguistics, 1988. http://hdl.handle.net/2123/608.

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Abstract (sommario):
This study brings together two approaches to linguistic variation, Hallidayan systemic-functional grammar and Labovian variation theory, and in doing so brings together a functional interpretation of language and its empirical investigation in its social context. The study reports on an empirical investigation of the concept of text. The investigation proceeds on the basis of a corpus of texts gathered in sociolinguistic interviews with fifty adult speakers of Australian English in Sydney. The total corpus accounted for in terms of text type or genre numbers 420 texts of varying length, 125
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26

JAFARI, MUHAMMAD REZA. "PERSIAN SIGN GESTURE TRANSLATION TO ENGLISH SPOKEN LANGUAGE ON SMARTPHONE." Thesis, DELHI TECHNOLOGICAL UNIVERSITY, 2020. http://dspace.dtu.ac.in:8080/jspui/handle/repository/18787.

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Hearing impaired and others with verbal challenges face difficulty to communicate with society; Sign Language represents their communication such as numbers or phrases. The communication becomes a challenge with people from other countries using different languages. Additionally, the sign language is different from one country to another. That is, learning one sign language doesn’t mean learning all sign languages. To translate a word from sign language to a spoken language is a challenge and to change a particular word from that language to another language is even a bigger challenge. I
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27

鄭敏芝 and Man-chi Sammi Cheng. "Self assessment in the school-based assessment speaking component in aHong Kong secondary four classroom: a casestudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4324080X.

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28

Good, Erin. "The Processing and Acquisition of Two English Contours." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195900.

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The primary claim of this dissertation is that children and adults process language in the same manner, meaning that when children are acquiring their first language what they are truly doing is perfecting their language processing abilities. Language acquisition and processing both start from the same place. Both work to find patterns in the signal that will, eventually, be paired with meaning. This dissertation argues that differences in how children and adults accomplish these tasks are one of degree and not kind. To show this, three experiments tested how adults and children responded to a
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29

Sharp, Harriet. "English in spoken Swedish : a corpus study of two discourse domains." Doctoral thesis, Stockholms universitet, Engelska institutionen, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-10669.

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30

Li, Hui. "Measuring and assessing L2 English spoken vocabulary : insights from Chinese candidates." Thesis, Swansea University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.579584.

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Much research on vocabulary to date has contributed to examining vocabulary in written contexts. Vocabulary assessment in spoken contexts, however, has just recently become a burgeoning field for both vocabulary researchers and language testers. Few empirical studies to date have addressed the issue of how vocabulary is assessed in oral examinations. Consequently, little is known about what components of vocabulary knowledge contribute most to L2 English learners' oral proficiency, or whether candidates' vocabulary production is related to raters' subjective assessment of vocabulary in oral ex
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31

De, Klerk Vivian A. "The use of actually in spoken Xhosa English : a corpus study." World Englishes, 2005. http://hdl.handle.net/10962/d1011588.

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The aim of this paper is to provide an overview of the semantic and syntactic characteristics of the discourse marker actually, and then to describe and explain how it is used by mothertongue (MT) Xhosa speakers who have learned English as an additional language. Such a description may provide a useful benchmark for comparison with MT norms. The source of data for the study is a corpus of approximately half a million words of transcribed spontaneous dialogue between Xhosa English speakers.
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32

Collins, Brett. "SANDHI-VARIATION AND THE COMPREHENSION OF SPOKEN ENGLISH FOR JAPANESE LEARNERS." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/500157.

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Teaching & Learning<br>Ph.D.<br>In this study I addressed three problems related to how sandhi-variation, the adjustments made by speakers to the speech stream, filters comprehension for second language listener processing. The first was the need to better understand proficiency problems encountered by L2 listeners as they decode the speech stream with the phonological features of sandhi-variation, elision and assimilation, by investigating the item difficulty hierarchy of the phenomena. The second was the scarcity of research on aural processing abilities of second language learners in relati
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33

Moussa, Jase Education Faculty of Arts &amp Social Sciences UNSW. "The impact of spoken English on learning English as a foreign language: a cognitive load perspective." Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/43041.

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When learning a second language, students are taught to read, write, and listen often simultaneously, as it is assumed that it is more effective if both spoken and written versions of the same material are taught together. However, recent research on cognitive load theory and second language learning (Diao, Chandler, & Sweller, 2007; Diao & Sweller, 2007) has shown that a combination of listening to and reading the same material creates a potential for redundancy (Sweller & Chandler, 1994; Kalyuga, Chandler, & Sweller, 1999; 2000; 2004). Learning can be impeded if the same information appear
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34

Austin, Shaun. ""Why should I talk proper?" : critiquing the requirement for spoken standard English in English secondary schools." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/9362/.

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This thesis explores the relationship between identity and the linguistic style used by adolescent pupils during classroom presentations, with a focus on working-class pupils. It was prompted by the requirement in the education system for pupils to speak standard English, a requirement felt by some to be socially biased against working-class pupils who are more likely to have nonstandard speech features. Seventy-six pupils were withdrawn from their English classes (in friendship groups of three) to take part in the study. They were recorded making a series of one-minute presentations in two co
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35

Tristram, Hildegard L. C. "Diglossia in Anglo-Saxon England, or what was spoken Old English like?" Universität Potsdam, 2003. http://opus.kobv.de/ubp/volltexte/2006/697/.

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This paper argues that the texts surviving from the Old English period do not reflect the spoken language of the bulk of the population under Anglo-Saxon elite domination. While the Old English written documents suggest that the language was kept remarkably unchanged, i.e. was strongly monitored during the long OE period (some 500 years!), the spoken and "real Old English" is likely to have been very different and much more of the type of Middle English than the written texts. "Real Old Engish", i.e. of course only appeared in writing after the Norman Conquest. Middle English is therefore clai
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36

Montgomery, W. P. G. "'Pilings of thought under spoken' : the poetry of Susan Howe, 1974-1993." Thesis, Queen Mary, University of London, 2003. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1830.

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This thesis discusses the poetry published by contemporary American poet Susan Howe over a period of almost two decades. The dissertation is chiefly concerned with articulating the relationship between poetic form, history, and authority in this body of' work. Howe's poetry dredges the past for the linguistic effects of patriarchy, colonialism and war. My reading of the work is an exploration of the ways in which a disjunctive poetics can address such historical trauma. The poems, rather than attempting to reinstate voices lifted from what Howe has called "the dark side of history", are a mean
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37

McGuire, Michael. "Formulaic sequences in English conversation: Improving spoken fluency in non-native speakers." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11024/.

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Native speakers often ignore the limitless potential of language and stick to institutionalized formulaic sequences. These sequences are stored and processed as wholes, rather than as the individual words and grammatical rules which make them up. Due to research on formulaic sequence in spoken language, English as a Second Language / Foreign Language pedagogy has begun to follow suit. There has been a call for a shift from the traditional focus on isolated grammar and vocabulary to formulaic sequences and context. I tested this hypothesis with 19 L2 English learners who received 5 weeks of ta
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38

Ng, Ming-yin Erika, and 吳名賢. ""Hong Kong English": a source of pride or a disgrace?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31677010.

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39

Fullilove, John Pope III. "Examining oral English proficiency: some factors affecting rater reliability in the use of English oralexamination." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B4389334X.

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40

Timmis, Ivor. "Corpora, classroom and context : the place of spoken grammar in English language teaching." Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/12246/.

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The main research question investigated in this thesis is: In an era when English is increasingly used in international contexts, how relevant are the grammatical findings of native speaker spoken corpora in the ELT classroom? In terms of original research data, the thesis draws, initially, on data from a large-scale quantitative survey into the attitudes of students and teachers to conforming to native speaker norms. The data from this survey shows that a desire to conform to native speaker norms is not restricted to learners with an obvious need to interact with native speakers. The research
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41

Thuoc, Bui Duc, and n/a. "Teaching functional spoken English at the Hanoi Foreign Languages Teachers' Training College." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.133858.

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The English language occupied a specially important status in the increasing development of science, technology, culture and international relations in Vietnam, which has resulted in a growing demand for English Language Teaching (ELT) all over the country. The Hanoi Foreign Languages Teachers' Training College in general and its Department of English in particular plays a very important role in this by producing as many teachers of English as possible for high schools as well as for other Colleges and Universities in Vietnam as a whole. Unfortunately, ELT in Vietnam is still far from satisfac
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42

Cribb, V. Michael. "Coherence in the extended spoken discourse of non-native speakers of English." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493811.

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In day-to-day interactional discourse, disturbances in coherence can usually be resolved relatively quickly through collaboration and negotiation between interlocutors. When speakers are required to produce extended discourse in the form of an extended turn (i.e. short monologue), however, there is an additional requirement to package their utterances that the interlocutor can integrate them into the on-going discourse and construct a meaningful, coherent representation of the text. For non-native speakers, this additional burden means that any miscues in the construction of the utterances or
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43

Schäpers, Uta Katharina Elisabeth. "Nominal versus clausal complexity in spoken and written English theory and description." Frankfurt; M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2007. http://d-nb.info/992431271/04.

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44

Chen, Wan-Ting. "A corpus study of differences in the spoken English and spoken Mandarin Chinese of Taiwanese EFL students in Liverpool and Taiwan." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3025924/.

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This thesis is concerned with whether the Taiwanese EFL learners with different English environment/education backgrounds have noticeably different language use from each other in spoken English and spoken Mandarin. This thesis aims to investigate the differences in language use of two Taiwanese EFL learner communities in the UK (Liverpool) and Taiwan (Taipei). The Taiwanese EFL learner community in Taiwan is further divided into two groups because of their different educational backgrounds (English-relevant subjects and non-English-relevant subjects.) Our investigation looks at the use by the
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45

Willis, Genevieve L. "Does a rising intonation at the end of a spoken statement affect a witness's credibility?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1381.

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Past research has shown that the speech style employed by 11 witness in a jury trial may affect their credibility (Erikson, Lind, Johnson, & ()'Barr, 1978). One common linguistic device used by witnesses is a rising intonation, which is defined as the inflection of a speaker’s tone that occurs at the end of a spoken passage. Past research has shown that the use of a rising intonation in speech can add a questioning tone to a passage or signify that the speaker is unsure of what they are saying (Smith and Clark. 1993). If a witness uses a rising intonation they may sound less believable to a ju
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46

MATSUBARA, Shigeki, and Yasuyoshi INAGAKI. "Incremental Transfer in English-Japanese Machine Translation." The Institute of Electronics, Information and Communication Engineers, 1997. http://hdl.handle.net/2237/11131.

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47

Shum, Nam Lung, and 沈南龍. "The occurrence of schwa among Cantonese speakers of English in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31949654.

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48

Paskewitz, Paul Francis-xavier. "A corpus-based study of recurrent errors in the spoken and written English of native cantonese speakers." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?b21161781.

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49

Jensen, Marie-Thérèse 1949. "Corrective feedback to spoken errors in adult ESL classrooms." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8620.

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50

Gennrich-de, Lisle Daniela. "Theme in conversational discourse : problems experienced by speakers of Black South African English, with particular reference to the role of prosody in conversational synchrony." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1004512.

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Abstract (sommario):
This study is an investigation of instances of conversational failure in interaction as evidenced by speakers of Black South African English (BSAE) , with a particular focus on the role of prosody in conversational (a)synchrony. The data analysed consist of six conversations, one SAE-SAE (South African English) encounter, four BSAE- SAE encounters and one BSAE- BSAE encounter. After a theoretical framework is set up, the analysis is conducted by means of two triangulation research processes based on Ethnomethodology. The analysis consists of an investigation into selected extracts which partic
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