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Investigating Second Language Reading Components:Reading for Different Types of Meaning
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-28 (2015) (2015)
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| 2 |
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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| 3 |
The Role of Metalinguistic Awareness in Multilingual Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 57-59 (2015) (2015)
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| 4 |
Identity and Communities of Practice in Foreign Language Learning Contexts
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 133-162 (2015) (2015)
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| 5 |
Prosody in the Production and Processing of L2 Spoken Language and Implications for Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 1-20 (2015) (2015)
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| 6 |
Being a Woman: Membership Categorization in Interaction
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 25-28 (2015) (2015)
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Abstract:
MCA has aspired to underscore the significant influence categorization can have on the way members of a culture experience their social reality and assume their roles in it. By following such aspirations, analysts inevitably run the risk of projecting “common-sense” assumptions onto their data and having their work characterized as “wild and promiscuous” (Stoke, 2012). So as to avoid these pitfalls, analysts have searched for ways of making assertions based on the data alone, by treating membership categorization as analytically pertinent only when it is demonstrably relevant and procedurally consequential to the interaction. The trouble with this approach, however, is that the relevance of a certain category might not always be obvious in a single turn or even a single segment of talk. Categories and category-bound predicates may be unpacked throughout an entire interaction and explicitly named only in passing, if at all. This paper aims to show how one category—that of ‘girls/women’—could be demonstrated as relevant via the participants’ invocation of and orientation to other, connected categories and category-bound activities. The analysis shows that participants build a shared understanding of categories throughout their conversation, and that the demonstrable relevance and procedural consequentiality of these categories becomes evident only gradually as the interaction progresses. Almost an entire hour before they explicitly mention it, the participants seem to orient to the ‘girls/women’ category by invoking the related category of ‘men/guys/boys’ and its category-bound predicates. They seem to treat the ‘men’ and ‘women’ categories as a standardized relational pair (as having duties and moral obligations to one another), and, by invoking the ‘men’ category, the speakers appear to make potentially relevant their (unstated) orientation to and membership in the ‘women’ category.
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Keyword:
Applied linguistics; Categorization; Education; English language; Foreign speakers; Language acquisition; MCA; Membership categorization analysis; P118-118.7; PE1-3729; Psychology; Research; Social conditions of women; Social interaction; Study of language; Teaching language; Women
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URL: https://doi.org/10.7916/D82R449F
https://doaj.org/article/3803910e0e4f433480dab0e812408d9f
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| 7 |
How Useful are Recasts?: Factors Influencing Their Success and Problems in Testing
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 81-103 (2015) (2015)
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| 8 |
Effects of Output and Note-Taking on Noticing and Interlanguage Development
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 19-36 (2015) (2015)
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| 9 |
Technological Growth and L2 Construct Definition: Will Applied Linguistics Keep Pace with Language Users?
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 48-49 (2015) (2015)
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| 10 |
Topic Familiarity and Input Enhancement: An Empirical Investigation
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-51 (2015) (2015)
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| 11 |
Input, interaction, and corrective feedback in L2 learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 49-51 (2015) (2015)
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| 12 |
Second Language Reading Research and Instruction: Crossing the Boundaries
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 58-62 (2015) (2015)
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| 13 |
Knowing Your Reader: Text-External Influences on Textual Features in Résumé Construction
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-30 (2015) (2015)
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| 14 |
Book Review of Video in Qualitative Research: Analysing Social Interaction in Everyday Life
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 50-54 (2015) (2015)
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| 15 |
Cross-linguistic Influence in Third Language Acquisition: Factors Influencing Interlanguage Transfer
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 99-114 (2015) (2015)
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