Book Summary: This revised volume brings together the best of the past with suggestions for the future and proves that teachers' imaginations continue to produce an interesting and varied range of ways to learn English within the broad guidelines of communicative language learning. New Ways in Teaching Adults, Revised provides classroom teachers with a range of activities for all stages of the learning process. The many activities included encourage discovery learning, provide practice, and extend students' learning beyond the classroom. Also, various activities allow students to work in pairs, small groups, individually, and with the entire class.

Book Summary: New Ways in Teaching With Humor explores the whole gamut of possibilities for using humor in English language teaching. Find ideas for beginning to advanced students, 5-minute activities to start a class on a humorous note to multiday projects, and silly English puns and jokes to activities for examining controversial social issues. Topics covered include: Humor and Language Development; Wordplay and Puns; Comics and Cartoons; Jokes and Joke Telling; Sitcoms and Movies; Internet Resources and Digital Literacy; and Parody, Satire, and Sarcasm. What all these lessons have in common is that they all use humor to enhance the English learning experience and provide English language learners with the linguistic and cultural knowledge they need to become more proficient users of the language. New Ways in Teaching With Humor not only shows the how of using humor in the English language classroom, but also the why.

Book Summary: New Ways in Teaching With Music shows how music can be incorporated into your lessons as a way to decrease anxiety, increase motivation and retention, and invigorate both students and teachers. This book is a collection of adaptable lessons that use music as a catalyst for effective, engaging, and enjoyable language learning. 101 activities for students of all skill levels and a companion website with online resources are included. The lessons are broken down by topic including: Reading, Writing, Listening, Speaking, Grammar, Vocabulary, Cultural Exploration, Integrated Skills

Book Summary: The study of language and gender has been greatly advanced by focusing on the local and the particular. Now is the time to explore what more we can learn by looking at gendered speakers’ use of typologically different languages. How do the resources provided by each language affect the ways in which women and men construct gendered identities in their cultures and communities? What resources do the languages provide at various linguistic levels? What frameworks account for gender-linked variation in specific local contexts? As we advance our understanding of locally constructed masculinities and femininities, these questions impel the studies brought together in this volume, which investigate Maori, Japanese, Hebrew, Tamil, Chinese, Korean, English, Arabic, Sinhala, and Ekegusii. Written for scholars of linguistics, this collection illustrates the current state of understanding of the interaction of language and social gender, and it suggests directions for future research.

This study examines the relationship between types of gestures and instances of self-initiated self-repair (SISR) used by persons with non-fluent aphasia (NFA), which is a type of aphasia characterized by stilted speech or signing (Papathanasiou et al., 2013), in interactions with clinicians. Conversation repairs in this study are assessed using the framework of Conversation Analysis (CA), which is an approach for describing, analyzing, and understanding social interaction (Sidnell, 2010). Previous linguistic studies have demonstrated a distinct preference for the use of gesture during a repair by persons with aphasia (Goodwin, 1995; Klippi, 2015; Wilkinson, 2013). This study draws more conclusive generalizations than previous studies about the types of gesture used in successful and unsuccessful SISR by persons with NFA through the use of the AphasiaBank corpus. Results show that there does not appear to be a connection between the overall frequencies of gesture used by persons with NFA during a phase of the repair mechanism as compared to other phases in the repair mechanism. Additionally, there is a slight tendency in this dataset for persons with NFA to have more successful repairs when they use gesture during the initiation and reparable portions of the repair mechanism.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-07-15T15:03:33Z No. of bitstreams: 1 Juliana Alles de Camargo de Souza.pdf: 4611988 bytes, checksum: 2ef907ed78db4534716a29dd0a57da83 (MD5) / Made available in DSpace on 2015-07-15T15:03:33Z (GMT). No. of bitstreams: 1 Juliana Alles de Camargo de Souza.pdf: 4611988 bytes, checksum: 2ef907ed78db4534716a29dd0a57da83 (MD5) Previous issue date: 2012-08-27 / UNISINOS - Universidade do Vale do Rio dos Sinos / O infográfico tem sido amplamente utilizado em diversas situações comunicativas que envolvem diversos campos do conhecimento, em especial, no domínio midiático. No âmbito da Divulgação da Ciência na Mídia (DCM), destaca-se o infográfico que se orienta para as visadas do fazer-saber e fazer-compreender ciência, marcado pelo fazer-sentir promovido pela plasticidade das cores, das formas e das topografias utilizadas. Mesmo assim, são escassos os trabalhos de investigação sobre esse texto sincrético (em que imagem e palavra, simultaneamente, produzem o sentido). Consequentemente, foram encontrados, desde o início desta pesquisa, apenas estudos no campo do periodismo, na Comunicação. Por esse motivo, esta tese objetiva investigar o infográfico do ponto de vista discursivo-linguístico, fundamentando a ação nas teorias Semiolinguística e Linguística Textual, suplementadas pelos aportes epistêmicos da Semiótica Plástica. Esta possibilita analisar a imagem e integra a visão da Linguística focalizada nesse texto ancestral e contemporâneo da comunicação humana. Especificamente, objetiva-se analisar como se configuram os processos constitutivos da tessitura linguística da infografia, uma vez que os mecanismos de linguagem verbal e visual apontam para ações descritivas, narrativas e explicativas. Integram o percurso metodológico, primeiro, a constituição de um corpus de 58 textos infografados, isolados ou inseridos em matérias mais extensas, das revistas de divulgação científica midiática "Superinteressante", "Saúde! é vital" e "Mundo Estranho", selecionados entre agosto de 2008 e dezembro de 2009; segundo, o exame de aspectos discursivo-textuais de cada infográfico, compondo uma tabela de anotações revisada a cada semestre dos anos da elaboração da tese. Dessa observação e desses procedimentos, levantaram-se teorias que pudessem esclarecer a composição do infográfico DCM, o que implica assumir o caráter qualitativo da metodologia. Anotam-se os seguintes resultados: o infográfico da DCM se revela descritivo verbovisualmente; essa feição descritiva possibilita ancorar ações narrativas (em menor escala) e oportuniza, na grande maioria dos textos examinados, explicações sobre fenômenos, objetos e fatos, tanto em sequências explicativas quanto em fins ilocutórios dos textos, relacionados à ciência ou à tecnologia. Por consequência, a infografia tem um papel destacado nas explicações complexas, já que a verbovisualidade promove a otimização informativa (faz-saber e faz-compreender). Conclusivamente, é possível categorizar o infográfico como um texto relevante do letramento verbal, científico e visual e sustentar que as pesquisas sobre essa forma de produzir sentidos em texto são significativas para ações educativas, previstas, inclusive, nos Parâmetros Curriculares Nacionais (PCNs), e em projetos ou programas de letramento em diversas áreas de conhecimento humano. / Infographics have been largely used in several communicative situations that involve different knowledge areas, especially in the media domain. In the context of the Divulgation of Science in the Media (DSM), the infographic that contemplates the dimensions of the know-how and of the make-comprehend science, marked by the make-feel promoted by the plasticity of the colors, shapes and topography used in the diagram is highlighted. To the best of our knowledge, there are few studies about this syncretic text (in which image and word, simultaneously, produce the comprehension). Consequently, since the beginning of this research only studies in the field of journalism were found, related to Communication Sciences. For this reason, this thesis aims at investigating the infographic from a discursive-linguistic point of view based on the Semiolinguistic and Textual Linguistics theories supplemented by epistemic contributions of the Plastic Semiotics. The latter enables the analysis of the image and integrates the Linguistics perspective focused in this ancestral and contemporary text of the human communication. Specifically, the main aim of this study is to analyze what is the configuration of the processes that constitute the linguistic organization of the infographics taking into consideration that the mechanisms of the verbal and visual language point to descriptive, narrative and explanatory actions. As part of the methodological path, the first step was the collection of a corpus of 58 infographic texts, isolated or inserted in longer articles of scientific divulgation magazines in the media such as “Superinteressante”, “Saúde! é vital” and “Mundo Estranho”. The texts were selected between August 2008 and December 2009. In a second step, an analysis of the discursive-textual aspects of each infographic was performed, compounding an annotation table that was reviewed each semester during the thesis development period. From this observation and using these procedures, different theories that can clarify the composition of the DSM infographic were elaborated, which implies in assuming the qualitative characteristic of the methodology. The following results were noted: the DSM infographic reveals itself as a descriptive tool in the verbal dimension as well as in the visual dimension. Such descriptive feature enables the anchorage of narrative actions (to a lesser extent) and creates the possibility of explanations, in a greater number of the texts analyzed, about phenomena, objects and facts, both in explanatory sequences and in ilocutory aims of texts, related to science or technology. Consequently, infographics have an important role in complex explanations, as verbal and visual aspects promote an informative optimization (make-know and make-comprehend). In conclusion, it is possible to classifiy the in fographic as a relevant text of the verbal, scientific and visual literacy. Furthermore, it carries out that researches about this form of producing comprehension in a text are significant for educational actions, foreseen in the “Parâmetros Curriculares Nacionais” (PCNs) and in literacy projects or programs in several areas of the human knowledge.

In this thesis, I explore how performance storytellers create intense focus on imaginal realities through language—a phenomenon sometimes called “transport” or “realm-shift.” To this end, recordings of performances by two professional storytellers were transcribed and examined through the lens of frame theory and discourse analysis. Examination of these transcripts shows that storytellers employ clusters of linguistic involvement strategies around frame transitions, facilitating realm-shift. Additionally, it shows that throughout a telling, tellers shape discourse around frame shifts that draw attention to significant elements, particularly those that establish a story’s relevance to the occasion of its telling and those that contribute to meaningful story interpretation. This research highlights the ways that meaningful interpretation of a story depends on successful navigation of frames, revealing that the power of a storytelling event depends largely on the connections between realms of discourse.

This thesis investigates issues of intelligibility through the lens and focus of prosody when the Bostonian and Los Angeles-based accents are heard in casually occurring conversation by native and non-native speakers. Over the spring and summer of 2017, six native speakers and 11 non-native speakers of English were interviewed from having listened to two 2.5 minute audio sample clips of speakers who have these accents. Respondents were asked questions such as what was difficult or easy or whether they could summarize the recordings for me. Findings indicate that while the native speakers often had difficulty with vocabulary due to context, non-native English speakers frequently found the same recordings to sound continuous, blended or merged together when the Boston and Los Angeles audios were played to them. Native English speakers, by contrast, did not seem to face the same prosodic challenges of intelligibility as their non-native English-speaking counterparts when these two accents were heard in informal conversation. It has been found that L2 learners have a strong desire to learn English from their teachers through more naturally or informally occurring conversation. The argument is made that the teaching, practice and engagement of informal conversation is woefully inadequate for non-native speakers of English. Within this thesis the core subsets of the perceptions of prosody are analyzed between native and non-native speakers of English. The purpose of doing so is to pedagogically improve learning in EFL and ESL contexts.

Correct Information Units (CIU) analysis is one of the few measures of discourse that attempts to quantify discourse as a function of communicating information efficiently. Though this analysis is used reliably as a research tool, most studies' apply CIUs to structured discourse tasks and do not specifically describe how raters are trained. If certified clinical speech-language pathologists can likewise reliably apply CIU analysis within clinical settings to unstructured discourse, such as the discourse of people with aphasia (PWA), it may allow clinicians to quantify the information communicated efficiently in clinical populations with discourse deficits. Purpose: The purpose of this study is to determine if using the outlined training module, clinicians are able to score CIUs with similar inter-rater reliability across both structured and unstructured discourse samples as researchers. Method: Four certified SLPs will undergo a two-hour training session in CIU analysis similar to that of a university research staffs' CIU training protocol. Each SLP will score CIUs in structured and unstructured language samples collected from individuals diagnosed with aphasia. The SLP' scores within the structured and unstructured discourse samples will be compared to those of a university research lab staffs'. This will determine (1) whether SLPs can reliably code CIUs when compared with research raters in a lab setting when both using the same two-hour CIU training and resources allotted; (2) whether there is a significant difference in reliability when structured and unstructured discourse is analyzed.

In the years since Joseph Smith completed the translation of the Book of Mormon, the English language has changed; some common phraseologies and word meanings are dissimilar to today's. Often, in reading the Book of Mormon, we impose our current definitions onto terms that in 1830 had a different meaning. Our interpretation of these words, as well as the passages in which they are found, is skewed by our modern definitions. These words, when they occur in the Book of Mormon, demonstrate dialectal and obsolete senses. In the case of some words, the dialectal or obsolete sense is so far removed in meaning from the prevailing modern sense that Book of Mormon readers may be unsure how to interpret the meaning.In this study I investigate words in the Book of Mormon text that have taken on different meanings, thus leading to potential misreadings within some passages of the text.