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A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial
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Interventions targeting working memory in 4-11 year olds within their everyday contexts: a systematic review
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An exploration of applicant perceptions of asynchronous video MMIs in medical selection
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The impact of early-years provision in Children's Centres (EPICC) on child cognitive and socio-emotional development: study protocol for a randomised controlled trial
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Following instructions in a dual-task paradigm: Evidence for a temporary motor store in working memory
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Technology-Assisted Independent Study of English as a Second Language
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In: Boise State University Theses and Dissertations (2012)
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The Effects of Word Length, Articulation, Oral-motor Movement, and Lexicality on Gait: A Pilot Study
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In: Health and Rehabilitation Sciences Publications (2012)
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The Effects of Word Length, Articulation, Oral-motor Movement, and Lexicality on Gait: A Pilot Study
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In: Andrew M. Johnson (2012)
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Politeness and impoliteness in ethnic varieties of New Zealand English
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Q and eh: questions and answers on language with a Kiwi twist
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Politeness and socio-cultural constraints on intercultural competence
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Language in the workplace: how to analyze workplace discourse
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Taking research on workplace communication into the real world
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Applying linguistic research to real world problems: the social meaning of talk in workplace interaction
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It takes two to tango: researching attitudes using discourse data
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Harnessing storytelling as a sociopragmatic skill: applying narrative research to workplace English courses
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Abstract:
Narratives are often overlooked in workplace talk, but they contribute in crucial ways to relationship building and identity construction in workplace interaction. In this article we analyse narratives told by skilled migrants from non-English-speaking backgrounds during a workplace internship conducted as part of a Workplace Communication course. The analysis adopts a social constructionist stance recognising that narratives are co-constructed between interactants in ongoing interaction. Although earlier TESOL research has made use of narratives as a source of information for designing teaching programmes and for improving specific linguistic features of fluency, this article demonstrates that narratives also provide (ESOL) teachers with an opportunity to empower students in their efforts to negotiate high-stakes environments such as workplace settings.
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Keyword:
HD Industries. Land use. Labor; HM Sociology; P Philology. Linguistics; PE English
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URL: https://doi.org/10.5054/tq.2011.256796 http://wrap.warwick.ac.uk/48345/
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