1 |
The mediation and organisation of gestures in vocabulary instructions: a microgenetic analysis of interactions in a beginning-level adult ESOL classroom
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Vocabulary explanations in beginning-level adult ESOL classroom interactions: a conversation analysis perspective
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Researching the comparability of paper-based and computer-based delivery in a high-stakes writing test
|
|
|
|
BASE
|
|
Show details
|
|
4 |
The discourse of the IELTS Speaking Test : interactional design and practice
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Investigating types of reading used by native and non-native English readers on academic reading: an eye tracking study
|
|
|
|
BASE
|
|
Show details
|
|
6 |
What counts as ‘responding’? Contingency on previous speaker contribution as a feature of interactional competence
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Exploring the use of video-conferencing technology in the assessment of spoken language: a mixed-methods study
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Exploring performance across two delivery modes for the same L2 speaking test: face-to-face and video-conferencing delivery: a preliminary comparison of test-taker and examiner behaviour
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Language assessment literacy for learning-oriented language assessment
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Exploring performance across two delivery modes for the IELTS Speaking Test: face-to-face and video-conferencing delivery (Phase 2)
|
|
|
|
BASE
|
|
Show details
|
|
11 |
A diachronic analysis of the cultural aspect of local English coursebooks
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Investigating examiner interventions in relation to the listening demands they make on candidates in oral interview tests ; Emerging issues in the assessment of second language listening
|
|
|
|
BASE
|
|
Show details
|
|
13 |
A new test for China? Stages in the development of an assessment for professional purposes.
|
|
|
|
BASE
|
|
Show details
|
|
14 |
The relationship between international students’ English test scores and their academic achievements
|
|
|
|
BASE
|
|
Show details
|
|
15 |
The Power of Non-Verbal Communication in J. M. Coetzee’s Foe
|
|
|
|
Abstract:
J. M. Coetzee’s Foe (1986) has been heralded as a record of the trajectory of the English novel and as a postcolonial retelling of Daniel Defoe’s Robinson Crusoe (1719). It is also a testament both to the power and, ironically, to the latent limitations of language - language as an expression of truth and as the antithesis of silence. With the sleight-of-hand of a magician, the wordsmith is seen as being divinely inspired. Logocentrism is considered as a challenge to phonocentrism. However, Friday’s truth is witnessed through non-verbal communication via the medium of the performing arts, in its variety of forms. In ascertaining his true identity, the reader is taken on a journey through the pain of the untold history of slavery and subjugation in the hope of reaching a post-colonial utopia. The divine dimensions associated with Friday - ensnared in a mesh of words - are revealed in the magic of his respectful, Sangha-, or Buddhist–like rituals. Acting as a subaltern, he resorts to mimicry to express defiance of the Other as a muted form of protest. Highly receptive to the dynamic, liberating influence of music and dance, Friday spins - in his dervish-like way - not a tale, but an unnamed jig akin to the sixteenth-century, African Capoeira; to the cathartic, Trinidadian Calypso; and to the venerating, Buddhist Circumbulation. Indeed, it is Friday’s non-verbal communicative abilities which empower him to speak his mind – not through words, but through “the slow stream” of his uninterrupted, syllabic, aquatic messages.
|
|
Keyword:
African; American and Australasian languages; Asiatic; L000 Social Sciences; L200 Politics; L220 Political Systems; L221 Autocracy; L222 Democracy; L240 International Politics; L242 Commonwealth politics; L243 Politics of a specific country/region; L250 International Relations; L260 Comparative Politics; L300 Sociology; L320 Gender studies; L321 Women's Studies; L330 Ethnic studies; L350 Religion; L380 Political Sociology; L600 Anthropology; L610 Social and Cultural Anthropology; L710 Human and Social Geography by area; L713 Human and Social Geography of Africa; L715 Human and Social Geography of the Americas; L720 Human and Social Geography by topic; L723 Political Geography; L726 Cultural Geography; literature and related subjects; Q000 Languages and Literature - Linguistics and related subjects; Q100 Linguistics; Q110 Applied linguistics; Q140 Sociolinguistics; Q150 Psycholinguistics; Q200 Comparative Literary studies; Q220 Literature in its original language; Q300 English studies; Q310 English language; Q320 English literature; Q321 English literature by period; Q322 English literature by author; Q323 English literature by topic; Q330 English as a second language; Q340 English literature written as a second language; T000 Eastern; T500 African studies; T530 African society & culture studies; T700 American studies; T730 American society & culture studies; V000 Historical and Philosophical studies; V100 History by period; V140 Modern History; V147 Modern history 1950-1999; V200 History by area; V210 British history; V250 African History; V270 World History; V271 International history; V300 History by topic; V310 Economic history; V320 Social history; V322 Oral history; V330 History of Religions; V500 Philosophy; V520 Moral philosophy; V540 Social philosophy; V600 Theology and Religious studies
|
|
URL: http://eprints.brighton.ac.uk/12627/1/ECAH2013_proceedings.pdf http://iafor.org/Proceedings/ECAH/ECAH2013_proceedings.pdf http://eprints.brighton.ac.uk/12627/
|
|
BASE
|
|
Hide details
|
|
17 |
An investigation of explicit strategy instruction on EFL reading of undergraduate English majors in Thailand
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Developing a model for investigating the impact of language assessment within educational contexts by a public examination provider
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Understanding change in Chinese undergraduate students’ language learning motivation : during the transition to UK higher education
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Factors influencing reading difficulties of advanced learners of English as a Foreign Language when reading authentic texts
|
|
|
|
BASE
|
|
Show details
|
|
|
|