| 81 |
Turn-initial Yeah in Nonnative Speakers’ Speech: A Routine Token for Not-so-routine Interactional Projects
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 21-35 (2015) (2015)
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| 82 |
Conceptual Dynamics in Multilingual Competence
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 60-62 (2015) (2015)
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| 83 |
Learning-Oriented Assessment: The Proficiency Dimension
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 44-46 (2015) (2015)
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| 84 |
Paired and Group Oral Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 68-83 (2015) (2015)
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| 85 |
Extended Implications of Technology in Second Language Teaching and Learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 27-29 (2015) (2015)
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| 86 |
Processing Instruction and Second Language Grammar Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-33 (2015) (2015)
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| 87 |
Focus on Multilingualism: More Dots to Connect
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 39-41 (2015) (2015)
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| 88 |
Postcolonial Theories and TESOL: Exploring Implications for Teaching in U.S. Contexts
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 85-98 (2015) (2015)
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| 89 |
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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| 90 |
Using CA to Find Out How a Child with High Functioning Autism Responds to Questions in Different Settings
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 48-50 (2015) (2015)
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Abstract:
Anecdotal reports on the discourse of children with High Functioning Autism (HFA) often claim that failure to respond to questions is a key characteristic. However, Kremer-Sadlik (2004) found that HFA children respond 85% of the time to questions, and that 75% of the time their responses are also communicatively “adequate,” meaning that they address the pragmatic intent behind the question as well as its surface form. Using Conversation Analysis (CA) as one of her methodologies, Kremer-Sadlik explained this surprisingly high number by showing that in her data, which consisted of audio/videotaped family interactions, family members extensively scaffolded the children’s responses, teaching and coaching them in appropriate response patterns with every interaction. Thus, in Kremer-Sadlik’s study, CA complements quantitative methods in describing language and interaction patterns of impaired individuals that run counter to popular belief. These results prompted me to ask whether response behavior of HFA children would be similar in non-family settings.
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Keyword:
Applied linguistics; Asperger's syndrome; Asperger's syndrome in children; Autistic children; Conversation analysis; Education; English language; Foreign speakers; HFA; High Functioning Autism; Language acquisition; P118-118.7; PE1-3729; Study of language; Teaching language
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URL: https://doaj.org/article/139b8e9c2532454ebebf38acd113cd9d
https://doi.org/10.7916/D8QR58R6
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| 91 |
On Language Teachers’ Classroom Practices: Bridging Conversation Analysis with Language Teacher Education Research
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 35-37 (2015) (2015)
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| 92 |
An Interview with APPLE Lecture Speaker Professor Mary McGroarty
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 52-54 (2015) (2015)
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| 93 |
Scaffolding: Defining the Metaphor
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 1-16 (2015) (2015)
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