Gotowa bibliografia na temat „Discourse markers' instruction”

Macaro, Ernesto, and Mark Searle. "Discourse Markers." In Navigating English Medium Instruction. Routledge, 2025. https://doi.org/10.4324/9781003544241-24.

Akbaş, Erdem, and Betül Bal-Gezegin. "Exploring the Functions of Okay as a Discourse Marker in an English-Medium Instruction Class." In English as the Medium of Instruction in Turkish Higher Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88597-7_12.

Yoshimi, Dina Rudolph. "Explicit instruction and JFL learner's use of interactional discourse markers." In Pragmatics in Language Teaching. Cambridge University Press, 2001. http://dx.doi.org/10.1017/cbo9781139524797.016.

Meierkord, Christiane, and Bebwa Isingoma. "Lexicopragmatics between Cultural Heritage and Exonormative Second Language Acquisition: Address Terms, Greetings and Discourse Markers in Ugandan English." In Exploring the Ecology of World Englishes in the Twenty-first Century. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474462853.003.0006.

De Marco, Anna. "L’insegnamento esplicito nello sviluppo della competenza pragmatica Il caso dei segnali discorsivi." In La linguistica educativa tra ricerca e sperimentazione Scritti in onore di Carmel Mary Coonan. Fondazione Università Ca’ Foscari, 2023. http://dx.doi.org/10.30687/978-88-6969-683-1/008.

Denman, C. J. "Explicit Instruction in Western Cultures in the English-Language Writing Classrooms of the Arab Gulf." In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch001.

Frajzyngier, Zygmunt. "The reference system of Hdi." In A Typology of Reference Systems. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780192896438.003.0010.

Frajzyngier, Zygmunt. "The reference system of Lele." In A Typology of Reference Systems. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780192896438.003.0012.

McGlazer, Ramsey. "“Copied Out Big”." In Old Schools. Fordham University Press, 2020. http://dx.doi.org/10.5422/fordham/9780823286591.003.0004.

"The student reports that the interview that followed was stiff and quite unsatis-factory. Being black himself, he knew that he had ‘blown it’ by failing to recognize the significance of the husband’s speech style in this particular case. The style is that of a formulaic opening gambit used to ‘check out’ strangers, to see whether or not they can come up with the appropriate formulaic reply. Intent on follow-ing the instructions he had received in his methodological training and doing well in what he saw as a formal interview, the interviewer failed to notice the hus-band’s stylistic cues. Reflecting on the incident, he himself states that, in order to show that he was on the husband’s wave-length, he should have replied with a typically black response like ‘Yea, I’ma git some info’ (I’m going to get some information) to prove his familiarity with and his ability to understand local verbal etiquette and values. Instead, his Standard English reply was taken by the husband as an indication that the interviewer was not one of them and, perhaps, not to be trusted. The opener ‘So y’re gonna check out ma ol lady’ is similar to the ‘Ahma git me a gig’ discussed elsewhere. Both are formulaic phrases identifiable through co-occurrent selections of phonological, prosodic, morphological and lexical options. Linguists have come to recognize that, as Fillmore (1976) puts it, ‘an enormous amount of natural language is formulaic, automatic and rehearsed, rather than pro-positional, creative or freely generated.’ But it must be emphasized that although such formulas have some of the characteristics of common idioms like kick the bucket and spill the beans, their meaning cannot be adequately described by lexical glosses. They occur as part of routinized interactive exchanges, such as Goffman describes as ‘replies and responses’ (1981). Their use signals both expectations about what is to be accomplished and about the form that replies must take. They are similar in function to code switching strategies. Like the latter they are learned by interacting with others in institutionally defined networks of relationships. Where these relationships are ethnically specific they are often regarded as markers of ethnic background. But, as our example shows, their use in actual encounters is ultimately determined by activity specific pre-suppositions so that failure to react is not in itself a clear sign of ethnic identity. Basically, these formulaic phrases reflect indirect conversational strategies that make conditions favorable to estab-lishing personal contact and negotiating shared interpretations. . . ." In Pragmatics and Discourse. Routledge, 2005. http://dx.doi.org/10.4324/9780203994597-10.

Wippermann, Sven, and Rita Koris. "Critical Self-reflection as the Key to Employability: Findings from an Exploratory Study." In Eleventh International Conference on Higher Education Advances. Editorial Universitat Politècnica de València (edUPV), 2025. https://doi.org/10.4995/head25.2025.20088.

Ghenghea, Voichita alexandra. "A NEW APPROCH IN CURRICULUM PLANNING FOR ENGINEERING STUDENTS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-246.