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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 Hits 1 – 20 of 34 1 Mobilizing others: grammar and lexis within larger activities Betz, Emma (Hrsg.); Golato, Peter (Hrsg.); Taleghani-Nikazm, Carmen (Hrsg.). - Amsterdam, Philadelphia : John Benjamins Publishing Co., 2020 IDS Bibliografie zur deutschen Grammatik Show details 2 Prosodic Differences Between English Monolinguals and Spanish-English Bilinguals Hernandez Semprun, Eduardo E.. - 2020 BASE Show details 3 Proposing a Sociolinguistic Dimension to Language Endangerment: The Case of Texas German Frith, Rachel. - 2020 BASE Show details 4 The Relation Between Language Learner Motivation and Language-Related Learner Attitudes Stephan, Morgan. - 2019 BASE Show details 5 Teacher-student interaction in one-on-one ESL writing conferences Yoon, Jihye. - 2019 BASE Show details 6 The real-time processing of pragmatics. An experimental psychological-conversation analytic study of obwohl clauses in spoken German Golato, Peter; Golato, Andrea In: Journal of Pragmatics 132 (2018), 21-32 IDS Bibliografie zur Gesprächsforschung 7 Ethnomethodology and conversation analysis Golato, Andrea; Golato, Peter In: Methods in pragmatics (2018), S. 367-394 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 8 Cognitive Advantage in Bilinguals O'Connor, Gabriela. - 2018 BASE Show details 9 The Effects of Bilingualism on Students with Dyslexia Williams, Molly. - 2017 BASE Show details 10 Bilingualism and cognition: exploring the bilingual cognitive advantage across the lifespan Boudros, Henrietta N. - 2017 BASE Show details 11 The effect of instruction on the acquisition of Japanese discourse marker ndesu Kim, Jung Sun. - 2016 BASE Show details 12 Reference repair in German and French Golato, Andrea; Golato, Peter In: Journal of Pragmatics (JoP) 87 (2015), 218-237 IDS Bibliografie zur Gesprächsforschung 13 Traitement de l’accord dans la parole continue chez les apprenants anglophones tardifs du français Felker, Emily; Tremblay, Annie; Golato, Peter. - : Département d'études françaises, Université de Toronto, 2015. : Érudit, 2015 BASE Show details 14 Ethnic Identities In Adults of Mexican Descent: Spanish as Heritage Language Salisbury, Marcela. - 2015 BASE Show details 15 Chinese character recognition in native and second language readers Yao, Yun. - 2015 BASE Show details 16 Pedagogical artifacts in teacher-initiated response pursuits: a conversation analytic study of interaction in the French foreign language classroom Chazal, Kirby C. - 2015 Abstract: Using Conversation Analysis (CA), this dissertation explores teachers' use of two pedagogical artifacts, specifically chalkboards and PowerPoint slides, in French foreign language classrooms. Based on a corpus of 29 hours of university-level French foreign language classes, the analyses provide an emic account of how teachers employ pedagogical artifacts in the course of teacher-initiated response pursuits situated in the sequential context of the triadic dialogue. The analyses investigate whether and how teachers and students orient to these artifacts as interactionally relevant resources for interaction and instruction. Chapter 1 (Introduction) discusses the aims and relevance of the present study and presents the methodological framework of CA within which the study was conducted. It also describes the CA procedures used to collect and analyze the data. Chapter 2 (Literature Review) reviews CA studies of everyday and institutional interaction with a focus on response pursuits, the sequential context of the triadic dialogue, multimodality, and pedagogical artifacts in classroom interaction. The first analytical chapter of this dissertation (Chapter 3) examines how teachers construct and manage the display of student responses to teacher questions upon chalkboards and PowerPoint slides. The analyses also illustrate how teachers invoke the relevance of these pedagogical artifacts through their embodied actions and their verbal turns-at-talk. They show how teachers' physical orientations to the chalkboard, or to the keyboard in cases of PowerPoint use, shift in response to the pedagogical fittedness of students' second turn responses. These practices contribute to the assessment of student responses and either mark their suitability, or prompt students to self-correct errors in their responses. The second analytical chapter of this dissertation (Chapter 4) examines teachers' pointing and writing gestures that, when held and retracted, invoke the relevance of pedagogical artifacts in teacher-initiated response pursuits. The analyses indicate that verbal and embodied orientations to pedagogical artifacts also constitute resources available to teachers for allocating turns to students and eliciting their production of pedagogically relevant forms. Overall, the analyses of Chapters 3 and 4 illustrate the interactional relevance of pedagogical artifacts for both teachers and students as participants of classroom interaction. Chapter 5 (Conclusion) summarizes the findings of the dissertation and discusses the resulting methodological and pedagogical implications. This chapter discusses the demonstrable importance of pedagogical artifacts for maintaining intersubjectivity, negotiating participatory roles, and accomplishing instructional objectives in teacher-initiated pursuits of student responses in the foreign language classroom. This chapter also discusses and compares the sequential environments in which chalkboards and PowerPoint slides are deployed. The chapter further provides insights into the different ways in which these pedagogical artifacts influence the unfolding of discourse, and thus student participation, in the context of foreign language classroom interaction. Keyword: Conversation Analysis; French Classroom Discourse URL: http://hdl.handle.net/2142/89268 BASE Hide details 17 Voilà, an orientation shift marker in modern French discourse: a conversation analytic perspective Haileselassie, Azeb. - 2015 BASE Show details 18 The interaction of images and text during comprehension of garden-path sentences: is integration better than good enough? Palmer, Cassie Marie. - 2015 BASE Show details 19 Reference repair in German and French Golato, Andrea; Golato, Peter In: Journal of pragmatics (2014) IDS Bibliografie zur deutschen Grammatik Show details 20 Examination of the appropriateness of using standardized test scores for English as a second language (ESL) placement Kokhan, Kateryna. - 2014 BASE Show details Page: 1 2

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