Page: 1... 4 5 6 7 8 9 10 11 12... 42
| 141 |
Cad a spreagann rogha laethúil teanga sa Ghaeltacht: anailís ar an rogha teanga i nGaeltacht na nDéise
|
|
Walsh, Katrina. - : Mary Immaculate College, University of Limerick, 2018
|
|
BASE
|
|
Show details
|
|
|
| 142 |
The Pragmatic-Discursive Structure of Chinese Compliments in Naturally Occurring Conversation ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 143 |
Análisis cualitativo del discurso oral formal de hablantes de ELE en un aula universitaria: Nuevas propuestas para el desarrollo de la argumentación oral
|
|
|
|
In: TDX (Tesis Doctorals en Xarxa) (2018)
|
|
BASE
|
|
Show details
|
|
|
| 144 |
“El criado pesado”: La caracterización en la serie Águila Roja ; "El criat pesat": La caracterització en la sèrie Águila Roja ; "The annoying servant": Characterization in the TV series Águila Roja
|
|
|
|
In: Quaderns de Filologia - Estudis Lingüístics; Vol. 22 (2017): Words, Corpus and Back to Words; 57-78 ; 2444-1449 ; 1135-416X (2018)
|
|
BASE
|
|
Show details
|
|
|
| 145 |
Assessing EPAP lexical features: A corpus-based study ; Análisis de los rasgos léxicos de IFE: Un estudio de corpus ; Una análisi dels trets lèxics d'AFE: Un estudi de corpus
|
|
|
|
In: Quaderns de Filologia - Estudis Lingüístics; Vol. 22 (2017): Words, Corpus and Back to Words; 165-186 ; 2444-1449 ; 1135-416X (2018)
|
|
BASE
|
|
Show details
|
|
|
| 146 |
Words, Corpus and Back to Words: From Language to Discourse
|
|
|
|
In: Quaderns de Filologia - Estudis Lingüístics; Vol. 22 (2017): Words, Corpus and Back to Words; 9-12 ; 2444-1449 ; 1135-416X (2018)
|
|
BASE
|
|
Show details
|
|
|
| 147 |
"I was being myself, but it wasn't really me." - Exploring paradigms of motivation and repertoire in an online gaming space
|
|
|
|
BASE
|
|
Show details
|
|
|
| 149 |
Hobson’s choice: the effects of research evaluation on academics’ writing practices in England
|
|
|
|
BASE
|
|
Show details
|
|
|
| 150 |
Vocabulary Learning Strategies Employed by English and Non-English Undergraduate Saudi Learners: Self-Reported Uses and Perceived Usefulness
|
|
|
|
BASE
|
|
Show details
|
|
|
| 151 |
Beyond ‘(non) native-speakerism’: Being or becoming a native-speaker teacher of English
|
|
|
|
BASE
|
|
Show details
|
|
|
| 152 |
The Quest for Learning: Discussing learner motivation paradigms in an online gaming space.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 153 |
Análisis cualitativo del discurso oral formal de hablantes de ELE en un aula universitaria: Nuevas propuestas para el desarrollo de la argumentación oral
|
|
|
|
BASE
|
|
Show details
|
|
|
| 154 |
Entre bruxos, vampiros, divergentes e zumbis : a formação do leitor literário na escola
|
|
|
|
BASE
|
|
Show details
|
|
|
| 155 |
Entre bruxos, vampiros, divergentes e zumbis : a formação do leitor literário na escola
|
|
|
|
BASE
|
|
Show details
|
|
|
| 156 |
Strengthening move analysis methodology towards bridging the function-form gap
|
|
|
|
BASE
|
|
Show details
|
|
|
| 157 |
From the perspective of: Functional Analysis of Lexical Bundles in Applied Linguistics Research Articles
|
|
|
|
In: International Journal of English Studies; Vol. 18 No. 2 (2018): Open Issue; 161-186 ; International Journal of English Studies; Vol. 18 Núm. 2 (2018): Open Issue; 161-186 ; 1989-6131 ; 1578-7044 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 158 |
Narrating the Visual: Accounting for and Projecting Actions in Webinar Q&As
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 31-35 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
|
| 159 |
An Interview with APPLE Lecture Speaker Professor Roy Lyster
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 56-58 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
|
| 160 |
Doing Being the Moderator: Use of “Respondent Selection” During Webinar Q&As
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 23-30 (2018) (2018)
|
|
Abstract:
During an online webinar, a question and answer (Q&A) segment is a valuable time during which audience members can petition an institution’s hosting representatives to clarify, expand upon, or otherwise assist with questions or issues that remain after a presentation has been made. As would be the case in any information-dissemination event, it is presumably important to all parties involved that these questions are handled in a satisfactory manner. In a typical webinar, one representative acts as the moderator, whose role it is to facilitate the interaction during the Q&A. In some ways, the responsibilities of this individual are tied to the technological set-up of the event. The webinars in the present study are audio-only (i.e., video conferencing is not used), and audience members are limited to using a “chat” feature in order to pose questions (i.e., a call-in feature is not used). Within this particular dynamic, the moderator takes on a complex third-party role. On the one hand, she must act as the “voice” of the audience members, reading their written questions aloud for all to hear and serving as an interactional bridge between the other two parties; on the other hand, the moderator is also responsible for ensuring that the interaction runs smoothly and efficiently, and that all questions are addressed in a timely manner. In the hope of shedding light on the interactional role of moderators within this arguably complex dynamic, this study uses conversation analysis (CA) to examine how moderators manage question-answer sequences in audio-only webinars. Drawn from a larger study on moderator practices, this paper will report on respondent selection, which is one of several practices that moderators were found to do during Q&A interactions.
|
|
Keyword:
Applied linguistics; Audiences; Conversation analysis; English language; Language acquisition; Moderation; P118-118.7; PE1-3729; Questions and answers; Webinar
|
|
URL: https://doaj.org/article/42e86dee61324008b8c58c719858372f
https://doi.org/10.7916/D86X0V10
|
|
BASE
|
|
Hide details
|
|
|
Page: 1... 4 5 6 7 8 9 10 11 12... 42 |
|
