What is turn taking? ?Exchange of conversational turns between speakers ?No turns = CHAOS ?Turn (més)

What is turn taking? ?Exchange of conversational turns between speakers ?No turns = CHAOS ?Turn taking is essential in conversations (menys)

Turn Taking’s Main Concepts ?Turn Constructional Unit I have seen Jeff in the bar ?Transition (més)

Turn Taking’s Main Concepts ?Turn Constructional Unit I have seen Jeff in the bar ?Transition Relevant Place I have seen Jeff in the bar I don’t think so. How about you Ann? TCU TRP TRP (menys)

Turn Taking’s Main Concepts Repair: 4 types ?Self-initiated self-repair I mean, The point I (més)

Turn Taking’s Main Concepts Repair: 4 types ?Self-initiated self-repair I mean, The point I was making is… ?Self-initiated other-repair Name troublesome for speaker (menys)

Turn Taking’s Main Concepts ?Other-initiated self-repair A: I need a new bolt for my oil (més)

Turn Taking’s Main Concepts ?Other-initiated self-repair A: I need a new bolt for my oil filter. B: A BOLT? A: I mean for my oil PAN. (menys)

Turn Taking’s Main Concepts ?Other-initiated other-repair A: I need a new bolt for my oil (més)

Turn Taking’s Main Concepts ?Other-initiated other-repair A: I need a new bolt for my oil filter. B: You mean the PAN. A: Yeah... (menys)

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 They have trouble following long lectures They might have an (més)

Characteristics of visual learners They have trouble following long lectures They might have an excepcional “photographic memory” They love books, magazines and reading in general (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? “The soul never thinks without a picture” (Aristotle) Use all sorts (més)

What should I do to improve? “The soul never thinks without a picture” (Aristotle) Use all sorts of visual resources to help yourself Write things down, take notes (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)

Bibliography (més)

Bibliography http://www.phschool.com/eteach/social_studies/2003_05/essay.html#Strategies http://www.studygs.net/visual.htm (menys)

What is Deixis? A part of pragmatic study of language the context determines pragmatics (més)

What is Deixis? A part of pragmatic study of language the context determines pragmatics meanings Words do not mean anything in themselves It depends on the context in which the utterance produced (menys)

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)

non-deictic use Being present when the sentence was uttered cannot help to identify a (més)

non-deictic use Being present when the sentence was uttered cannot help to identify a referent Generalized use An antecedent --> the anaphoric usage (menys)

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 5 :Speech Event Describing and Using English Student: Law Wing (més)

Course Project:Unit 5 :Speech Event Describing and Using English Student: Law Wing Chi Instructor: Prof. Josep Maria Cots Deadline: 19/12/2011 English Studies University of Lleida (menys)

Definition of Speech Event an activity which participants interact through language to achieve (més)

Definition of Speech Event an activity which participants interact through language to achieve some goal E.g. story-telling, buying- selling (menys)

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)

Components of Speech Event “SPEAKING” K-Key social attitude of participants approach the (més)

Components of Speech Event “SPEAKING” K-Key social attitude of participants approach the interaction I-Instrument channel, language variety N-Norms interaction G-Genre –textual structures (menys)

Norms of interaction Expectations which are underlying instructions and regularities in mind of (més)

Norms of interaction Expectations which are underlying instructions and regularities in mind of the members of the social group. E.g. prescriptions, aphorisms or laws (menys)

Norms of interpretation social and cultural knowledge linking with specific communicative (més)

Norms of interpretation social and cultural knowledge linking with specific communicative actions. E.g. Hong Kong: USB is called as “Finger” (menys)

Template of a speech event consists of a succession of units with a recognizable combination of (més)

Template of a speech event consists of a succession of units with a recognizable combination of topic or communicative function. “action units” (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)