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Another Look at Norris and Ortega (2000)
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 15-38 (2015) (2015)
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| 2 |
“That’s the Work”: Reframing Talk during Meetings
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 42-44 (2015) (2015)
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| 3 |
Business and Service Telephone Conversations: An Investigation of British English, German, and Italian Encounters
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 35-38 (2015) (2015)
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| 4 |
Language Development Over the Lifespan
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 37-40 (2015) (2015)
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| 5 |
Task Complexity and Linguistic Complexity: An Exploratory Study
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 1-28 (2015) (2015)
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| 6 |
Input for the Second Language Classroom: Some Innovations and Insights
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 54-56 (2015) (2015)
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| 7 |
Complex Systems and Applied Linguistics
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 82-85 (2015) (2015)
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| 8 |
Formulaic Language: Pushing the Boundaries
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-3 (2015) (2015)
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| 9 |
Category Terms as Story-Telling Shortcuts
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 46-48 (2015) (2015)
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Abstract:
Following Stokoe (2012), who grounded her study of membership categorization practices in the analysis of particular sequences of interaction, such as advice-giving, I will examine how participants invoke and orient to categories in story-telling episodes. Because category terms are inherently inference-rich (Schegloff, 2007), I argue that they may serve as a powerful resource for story-tellers: By invoking particular categories, a speaker can prompt a listener to make inferences that facilitate the telling of the story, obviating the need for certain accounts and explanations. I will analyze two extracts from a Skype phone conversation in which one female friend shares stories about her apartment-hunting experience with another female friend. I suggest that evidence for categorization work in these extracts may be found both in what the participants say and in what they do not have to say.
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Keyword:
Applied linguistics; Categorization; Education; English language; Language acquisition; Linguistics; P118-118.7; PE1-3729; Psychology; Storytelling
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URL: https://doaj.org/article/601e09352f454fdaba0188c72b4c92e7
https://doi.org/10.7916/D8MP5FWF
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| 10 |
Enhancing the Role of Meaning in the L2 Classroom: A Cognitive Linguistics Perspective
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 51-53 (2015) (2015)
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| 11 |
Guarded Play: Multi-Tasking in Parent-Child Interactions
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 51-54 (2015) (2015)
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| 12 |
Unified Discourse Analysis: Language, Reality, Virtual Worlds, and Video Games
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 63-67 (2015) (2015)
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| 13 |
Chilean Clitic Reduplication: Implications for Morphology and Syntax
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 17-37 (2015) (2015)
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