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Theatre as TBLT: The implementation of theatre in a high school EFL Oral Communication course in Japan
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22 |
The effect of input, repetition and metacognitive awareness on task performance in South Korean EFL classes
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24 |
Tasks in action in Vietnamese EFL high school classrooms: The role of rehearsal and performance in teaching and learning through oral tasks
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26 |
Study Abroad and Its Effect on the Pragmatic Performance of English Requests by Hong Kong English Language Students
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28 |
An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam
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29 |
Applying linguistic research to real world problems: the social meaning of talk in workplace interaction
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30 |
The Use of L1 and the TL in Focus on Form and Its Impact on Uptake, Noticing and Language Development
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31 |
Examining the Language Learning Potential of a Task-Based Approach to Synchronous Computer-Meditated communication
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32 |
Designing research to track socio-pragmatic skills among professionally qualified workers
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33 |
Interactions during teacher-fronted class time of English classes in a Chinese university
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34 |
Enhancing socio-pragmatic skills among professional qualified workers
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38 |
Face threatening talk on the factory floor : using authentic workplace interactions in language teaching
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Abstract:
In this paper I examine a small set of authentic workplace interactions and explore the value of such material for ESOL/communication training for the workplace. The interactions consist of three episodes of face-threatening talk by members of a factory-floor team. The paper discusses the way this team constructed and managed politeness and solidarity in face-to-face interaction. In the team, politeness norms are 'honoured in the breech'. Ostensibly face-threatening talk conveys core in-group membership and appears to mitigate rather than boost the severity of face-threatening speech acts, thus reflecting the ways in which forms of talk are constructed within particular workplace contexts to produce diverse and localised communicative practices. In order to assist learners to acquire a broader repertoire of communication strategies with which to manage this kind of localised practice, a pedagogic response is presented involving three types of tasks: awareness-raising tasks, interpretation tasks and communication practice tasks. ; 18 page(s)
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URL: http://hdl.handle.net/1959.14/328677
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