An Introduction to Applied Linguistics
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Norbert Schmitt (ed.) - An Introduction to Applied Linguistics (2010, Routledge) - libgen.li
participants are named – cars, hotel, snow, people, sun, mark, first floor – as well as the location circumstances – around the hotel, in front of the hotel, on the wall of the first floor of the hotel. The main verb choice, reflecting the existence of the things or people in the picture is the verb ‘to be’ and the tense used is present simple. In some instances present continuous – are going to skiing – is used, reflecting the still ongoing nature of the actions portrayed. Other choices, outside the stage of Description reflect the fact that the speakers are involved in a joint ‘here and now’ task. Personal pronouns I, you are used to refer to each other, whilst major verb choices refer to the conduct of the task – see, know, understand, mean, understood. Question 3 B1 is a fluent speaker; in her initial turns (B1, B2), she uses a series of independent clauses linked by the conjunction and. There are some examples of backtracking (‘the cars, some cars are f-’) and false starts (‘And it’s quite shi-mm it’s very sh-sun the sun’) as she searches for an appropriate structure. The laughter that ends B2 may be to relieve the ongoing pressure to speak, to signal a turn to A, or to allow her time to think further about what she can say. There are no examples of ellipsis in the text, but A uses ‘substitution’ in ‘I know which one it is’, where one refers out into the shared context of the task and the materials (pictures) they are using. Question 4 A uses clarification checks (A1), backchannels (‘Ah, yeah’ ... A2), the turn type of question (A2) (a question usually ‘obliges’ the person questioned to respond), and repetition (A4, A5, A6) to negotiate the topic and achieve his purpose. 279 Suggested Solutions Question 5 Unlike the three-part exchange we noted in the spider text, this interaction has an example of a more extended series of follow-ups (B5, A5, B6) where the two speakers go on checking each other’s utterances (by echoing) until they are sure they have reached a common understanding. The last turn (A6) is a final confirmation that this understanding has been reached. Question 6 Segmental: the Japanese student pronounces /red/ as /led/. This is because /l/ and /r/ are not distinct phonemes in Japanese, but are perceived as allophones. It is only from her interlocutor’s reaction that B knows she needs to correct the initial consonant in red. Interestingly, also, A does not hear led but let (another minimal pair) – which may be due to a tendency in German speakers to pronounce the final consonant with more force (for example, /t/ rather than /d/). This problem illustrates very clearly that generally speaking, in pronunciation learning the perception of significant differences needs to be in place before students can successfully work on production. An understanding of phonology is extremely helpful to teachers as it enables them to analyse and describe the systematic sound pattern of the language they teach, and, ideally, to contrast it with the phoneme inventories of their students’ first language(s). Such an understanding is also useful for the setting up of teaching tasks, for example, work on contextualized minimal pairs which are relevant given the students’ L1. Chapter 13, Reading An Example of a Response by the Authors Reading strategy: previewing and predicting. • What: the reader examines the title, headings, sub-headings and any graphics, and makes predictions about what the text (as a whole) or the next section, will be about. • How: the reader guesses (sometimes in the form of questions, sometimes in the form of statements) what the text will be about. For example: ‘I see from the title that this chapter is about the “other economy” and the subtitle says something about the “unofficial untaxed sector”.’ So I think that the next section is going to talk about parts of a country’s economy that do not get reported officially. • Why: the goal is to prepare the reader for the upcoming text information and to enhance comprehension. It also allows the reader to form a mental picture, or model, of the text’s development and overall meaning. Download 1.71 Mb. Do'stlaringiz bilan baham: |
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