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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 41 – 60 of 95 41 СТРУКТУРА ПОНЯТИЯ «ИНОЯЗЫЧНАЯ АКАДЕМИЧЕСКАЯ ГРАМОТНОСТЬ» ЧЕРЕЗ ИНОЯЗЫЧНУЮ ПЕРЕВОДЧЕСКУЮ КОМПЕТЕНЦИЮ ДЕМИДОВА ОЛЬГА МИХАЙЛОВНА. - : Общество с ограниченной ответственностью Издательство Грамота, 2016 BASE Show details 42 Иноязычная профессиональная коммуникативная компетенция: определение понятия в логике формирования полилингвальной и поликультурной личности МАТИЕНКО АНЖЕЛИКА ВАЛЕРЬЕВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Уральский государственный педагогический университет», 2016 BASE Show details 43 Critical Perspectives on Interlanguage Pragmatic Development: An Agenda for Research Norouzian, Reza; Eslami, Zohreh In: Norouzian, Reza; & Eslami, Zohreh. (2016). Critical Perspectives on Interlanguage Pragmatic Development: An Agenda for Research. Issues in Applied Linguistics. Retrieved from: http://www.escholarship.org/uc/item/6d37n01g (2016) BASE Show details 44 International Teaching Assistants in the US University Classroom: A Mixed-Methods Study of Individual Differences and L2 Pragmatic Competence Aslan, Erhan. - : Digital Commons @ University of South Florida, 2016 In: Graduate Theses and Dissertations (2016) Abstract: International teaching assistants (ITAs) are considered advanced English users with relatively high standardized language proficiency test scores. However, they may experience difficulties during their interactions with undergraduate students. Some of these difficulties may arise from affective factors such as ambiguity, stress, and adjustment and can impact language use. From an individual differences perspective, a second language user with high communication anxiety may have difficulty comprehending or producing appropriate pragmalinguistic forms. Using a mixed-methods approach, this study examined the underlying factors in ITAs communication anxiety and willingness to communicate in the US classroom and how these factors explained their pragmatic competence, which refers to the ability to use language in socially appropriate ways. A total of 289 ITAs participated in the study. To measure their judgement of appropriateness, a pragmatic appropriateness test was designed. The speech act production was elicited through a discourse completion test. Two survey instruments were designed to measure ITAs’ classroom communication anxiety and willingness to communicate. The major underlying factors from the exploratory factor analysis performed on the survey responses were ‘ease of communication,’ classroom management anxiety,’ ‘fear of warning,’ and ‘willingness to interact with students’. A six-predictor multiple regression analysis revealed that linguistic competence was the most important factor contributing to pragmatic competence. Other factors such as ease of communication and willingness to communicate positively correlated with pragmatic competence. In addition to quantitative data, qualitative data were collected in the form of classroom observations, field notes, and interviews from a group of ITAs (N = 4) who had also participated in the quantitative part of the study. The analysis of the qualitative data revealed that the situational context of instruction determined the particular communication patterns in different disciplines, specifically the impact of threat posed to the negative and positive face of the discourse participants. Additionally, in conjunction with the quantitative findings, while the ITAs seemed to be generally willing to interact with students, teacher-fronted talk in the form of delivering lectures and self-talk especially in large classes was found to be anxiety-inducing for some of them. Length of residence and opportunities for communication seemed to influence the process of adjustment and acquisition of the classroom pragmatic norms. Finally, ITAs’ perceptions and beliefs about appropriateness seemed to affect their pragmatic performance in the classroom. More specifically, ITAs’ perspectives on education and communication such as moderating the power variable in class and building rapport and interpersonal relationships with students through casual talk seemed to guide their choices of pragmalinguistic forms and politeness strategies. The study offered a number of implications for ITA research and training. Keyword: communication anxiety; international teaching assistants; Linguistics; Other Education; pragmatic competence; speech acts; willingness to communicate URL: https://digitalcommons.usf.edu/etd/6063 https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=7259&context=etd BASE Hide details 45 EFL Learners' Perceptions of (In)formality: Address Forms in Interaction with Other (In)formal Register Markers Lasan, Ivan. - 2016 BASE Show details 46 Intonation and gesture as bootstrapping devices in speaker uncertainty Hübscher, Iris; Esteve Gibert, Núria; Igualada Pérez, Alfonso. - : First Language, 2016 BASE Show details 47 The L2 acquisition of Spanish subjects : multiple perspectives Lubbers Quesada, Margaret. - 2015 BLLDB UB Frankfurt Linguistik Show details 48 ФОРМИРОВАНИЕ КОМПЕТЕНЦИИ ПРАГМАТИЧЕСКОЙ АДАПТАЦИИ И КОМПЕТЕНЦИИ ПЕРЕРАБОТКИ ТЕКСТА В РАМКАХ ПОДГОТОВКИ ЛИНГВИСТОВ НЕБОРСКАЯ ВЕРА ВИТАЛЬЕВНА. - : Общество с ограниченной ответственностью «Издательский центр «Науковедение», 2015 BASE Show details 49 ФОРМИРОВАНИЕ КРОСС-КУЛЬТУРНОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ-ИНОСТРАНЦЕВ В ПРОЦЕССЕ ИЗУЧЕНИЯ УКРАИНСКОГО ЯЗЫКА ДИДУК-СТУПЯК Г.И.. - : Тернопольский национальный педагогический университет имени Владимира Гнатюка, 2015 BASE Show details 50 ПРАГМАТИКА ЭМОЦИЙ В МЕЖКУЛЬТУРНОМ КОНТЕКСТЕ ЛАРИНА ТАТЬЯНА ВИКТОРОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Российский университет дружбы народов», 2015 BASE Show details 51 Pragmatic Competence in EFL Context: Suggestions in University Office Hour Discourse Ciftci, Hatime. - : Digital Commons @ University of South Florida, 2015 In: Graduate Theses and Dissertations (2015) BASE Show details 52 Reflections on the effectiveness of pragmatic instruction: a search for optimum approach Laura, Ronald Samuel; Duong, Anh Chien. - : Clute Institute, 2015 BASE Show details 53 Being Pragmatically Aware in the Teaching of English as a Foreign Language Carlos De Pablos-Ortega In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 19 (2015) (2015) BASE Show details 54 Acquisition of request modifiers in Vietnamese as a second language Nguyen, Thi Thuy Minh; Ho, Gia Anh Le In: Journal of the Southeast Asian Linguistics Society (JSEALS) 7 (20134): 31-51 (2014) BASE Show details 55 Acquisition of request modifiers in Vietnamese as a second language Ho, Gia Anh Le; Nguyen, Thi Thuy Minh In: Journal of the Southeast Asian Linguistics Society (JSEALS) 7 (20134): 31-51 (2014) BASE Show details 56 English communication skills in the ready-made garments industry in Bangladesh: a case study Roshid, Mohammod Moninoor. - : Monash University. Faculty of Education. Department of Education, 2014 BASE Show details 57 A Study of Pragmatic Competence: International Medical Graduates' and Patients' Negotiation of the Treatment Phase of Medical Encounters Fioramonte, Amy. - : Digital Commons @ University of South Florida, 2014 In: Graduate Theses and Dissertations (2014) BASE Show details 58 ANALYZING COMPLAINTS BY INDONESIAN EFL SPEAKERS Anna Marietta da Silva In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 14, Iss 1 (2014) (2014) BASE Show details 59 Thank you for arguing : what Aristotle, Lincoln, and Homer Simpson can teach us about the art of persuasion Heinrichs, Jay. - New York : Three Rivers Press, 2013 BLLDB UB Frankfurt Linguistik Show details 60 MEANS OF LANGUAGE COMPETENCE DEVELOPMENT OF STUDENTS STUDYING SPANISH AS A FOREIGN LANGUAGE (BASED ON PERSONAL EXPERIENCE WORKING AT ISLU) Begona, Mena. - : Евразийский лингвистический институт в г. Иркутске – филиал ФГБОУ ВПО «МГЛУ», 2013 BASE Show details Page: 1 2 3 4 5

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