This is a trial
Amagar diapositives
Amagar diapositives
Visual Learners
What is a visual learner? Learners can be visual (sight), auditive (hearing) or kinaesthetic (més)
What is a visual learner? Learners can be visual (sight), auditive (hearing) or kinaesthetic (practise)
A visual learner is the type of person who learns through images and seeing things
Visual learners also use the other two learning methods, but their main learning channel is their sight
(menys)
Characteristics of visual learners They are good at spelling but they forget people’s names
They (més)
Characteristics of visual learners They are good at spelling but they forget people’s names
They need silence when they are studying
They like (and dream in) colours
They are good at sign language (menys)
Characteristics of visual learners Their visual perspective is their organising principle
They (més)
Characteristics of visual learners Their visual perspective is their organising principle
They care about their personal presentation (dressing, gestures)
They are perfectionists
They are skilled at making graphs, charts and other visual displays (menys)
I am a visual learner. What does this mean? “It is said that if you know your enemies and know (més)
I am a visual learner. What does this mean? “It is said that if you know your enemies and know yourself, you will not be imperiled in a hundred battles; if you do not know your enemies but do know yourself, you will win one and lose one; if you do not know your enemies nor yourself, you will be imperiled in every single battle.” (Sun Tzu) (menys)
I am a visual learner. What does this mean? Popular saying: Know yourself, your enemy and your (més)
I am a visual learner. What does this mean? Popular saying: Know yourself, your enemy and your weapons and you will have the key for victory
You: the student
Your enemies: exams and projects
Your weapons: your learning style
(menys)
What should I do to improve? Summarise everything, use map concepts
Be aware that you are better (més)
What should I do to improve? Summarise everything, use map concepts
Be aware that you are better at learning chains of related ideas rather than independent facts
Ask for our study tips sheet
(menys)
Conclusion Focus on your main learning skill, but do not forget the other two
Have patience (més)
Conclusion Focus on your main learning skill, but do not forget the other two
Have patience when you try new learning methods, they might not show inmediate results
Remember that you must be hardworking, regardless of your learning skills
(menys)
Bibliography (més)
Bibliography http://homeworktips.about.com/od/homeworkhelp/a/learningstyle.htm
https://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/visual.html
http://members.tripod.com/teaching_is_reaching/learning_styles.htm
http://www.studyingstyle.com/visual-learners.html
(menys)
Credits Laura Huguet Solé
Francesc Martí Aluja
Josefa Peroy Mestre
Amagar diapositives
Amagar diapositives
Unit 3: deixis Description and use of English (Part B)
Fei Wong
Deictics Deictic words are language features that refer to:
who, where and when of language
used (més)
Deictics Deictic words are language features that refer to:
who, where and when of language
used to describe the speaker’s in space and time
require contextual information to convey meaning (menys)
Deictic form A series of linguistic particles, such as personal pronouns, possessives, (més)
Deictic form A series of linguistic particles, such as personal pronouns, possessives, demonstratives and locative adverbs
are classified as deictics
can also be used non-deictically
Deictic Use vs. Non-deictic Use (menys)
Deictic use Deictics are semantically deficient
The act of reference is accompanied by physical (més)
Deictic use Deictics are semantically deficient
The act of reference is accompanied by physical actions of pointing --> the gestural usage
The interpretation we need to be familiar only with the general spatial and temporal circumstances --> the symbolic usage (menys)
Types of deixis Person
Place
Time
Person Deixis involves personal pronouns, possessives
used to refer participants with their role (més)
Person Deixis involves personal pronouns, possessives
used to refer participants with their role in the verbal construction of the speech event
distinguish 1st person (speaker); 2nd person (addressee);3rd person (menys)
we --> addressee-inclusive/ addressee-exclusive usage
eg. Mary, do we need to cook now? (més)
we --> addressee-inclusive/ addressee-exclusive usage
eg. Mary, do we need to cook now? (inclusive)
eg. Do we need to cook for you, Mary? (exclusive)
we --> used as an empathy to the addressee
eg. How are we going to do today, Dr. Mattin?
you -->ambiguity, may refer to one or more addressee
resort expressions - you guys, you all, yous (menys)
Place deixis the demonstratives - this, that, these, those
the adverbs - here, there
verbs (més)
Place deixis the demonstratives - this, that, these, those
the adverbs - here, there
verbs referring to movement - bring, take, come, go
the words may need a monitoring of the context in which the utterance was said
help to identify the locative referent involved in the verb (menys)
Time deixis adverbs - now, then, ago, later, afterwards, yesterday, today, tomorrow
adjectives - (més)
Time deixis adverbs - now, then, ago, later, afterwards, yesterday, today, tomorrow
adjectives - last, next
the choice of verbal tense (based on the time in which the utterance is produced)
the demonstratives (eg. She will go to visit you this Friday) (menys)
Deictic centre a deictic expression ‘anchored’ to -> lead to the relevant point
deictic expression (més)
Deictic centre a deictic expression ‘anchored’ to -> lead to the relevant point
deictic expression are egocentric
the centre is consisted of the speaker at the time and place of the utterance
the deictic centre is transferable --> dynamic context (menys)
example He is standing here now.
The deictic centre is apparently the person at the time and place (més)
example He is standing here now.
The deictic centre is apparently the person at the time and place of speaking.
If there are two people are talking on the phone long-distance, from Lleida to Hong Kong. The person in Lleida can say:
We are going to Hong Kong two weeks later.
In this case the deictic center is in Lleida. But if they say:
We are coming to Hong Kong two weeks later.
In this case the deictic centre is in Hong Kong.
(menys)
example If in the case of telling a story about someone, the deictic centre tends to switch to (més)
example If in the case of telling a story about someone, the deictic centre tends to switch to them,
such as:
She then turned to the right.
In this case the deictic centre is the person being spoken about of, and therefore ‘to the right’ refers not to the speaker’s right, but to the person of the story’s right.
(menys)
course project-unit 5speech event
Amagar diapositives
Amagar diapositives
Components of Speech Event “SPEAKING” S- Setting-
physical environment
psychological state of (més)
Components of Speech Event “SPEAKING” S- Setting-
physical environment
psychological state of the participants
cultural connotation of the physical environment
P-Participants & their relationship
E-Ends-goals
A-Act sequence-
Communicative output of the interaction
(speech acts, topics, forms) (menys)
Topic management introduction of initial topics at the beginning or a conversation after the (més)
Topic management introduction of initial topics at the beginning or a conversation after the opening exchanges
closing a topic in order to open a new one or to start the closing section of the conversation
changing to a related topic or to a different one
digressing or opening a parenthesis in a topic
ending the digression and resuming the old topic. (menys)
Topic management Between the topics
words or phrases establishing a topical boundary between the (més)
Topic management Between the topics
words or phrases establishing a topical boundary between the previous segment of discourse and the following one
comments about the development of the communicative event
speed with which speech is delivered
the periods of silence or occupied by fillers.
(menys)
Thank you
Course project presentation Unit 2 Speech Acts
Amagar diapositives
Amagar diapositives
SPEECH ACTS Description and Use of English (Part B)
By Choi Lok Kwan, Charity
Pragmatics and Speech Acts Pragmatics:- how languages function in human being’s live- (més)
Pragmatics and Speech Acts Pragmatics:- how languages function in human being’s live- interactions and interpretations- the meaning often goes beyond the sentence
Speech Acts- “Actions perform via utterances” (Yale, 2006)- performatives e.g “ask” “warn” “promise”- to express attitude (menys)
Different Levels of Speech Acts
Utterance Just simply say a word
No intention to communicate
Types of Illocutionary Speech Acts Declarative
Representative
Expressive
Directive
Commissive
Direct and indirect speech acts Direct Speech ActsStructure = Function e.g (més)
Direct and indirect speech acts Direct Speech ActsStructure = Function e.g “Stop Talking!”structure: declarative function: command
Indirect Speech ActsStructure ? Function e.g “You are disturbing your classmates.”structure: statement function: command (menys)
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