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The quantity constitutes a cutting-edge account of concerns relating to educating, studying and checking out talking in a moment language. It brings jointly contributions by means of Polish and overseas students which search to create hyperlinks among idea, learn and lecture room perform, file the findings of experiences investigating the effect of linguistic, cognitive and affective elements at the improvement and use of talking abilities, and supply concrete pedagogic proposals for guideline and overview during this zone. As such, the publication could be of curiosity not just to moment language acquisition theorists and researchers, but additionally to international language lecturers keen to augment the standard of conversing guide of their study rooms.

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In accordance with these assumptions, extensive use of discourse analysis will be made when studying selected broadcasts. This should allow us to pinpoint and identify L2 sociocultural norms and patterns, and, as a next step, better understand how they function. The subsequent goal is for our students to better grasp the underlying communication strategies (Wojciechowska and Wilczyńska in press). 4 Specific Aims and Research Design of the Project As we have mentioned earlier, the main aim of the project is to determine, first on a theoretical and then on an empirical level, the impact of increasing students’ discursive and media awareness on the development of their OC abilities.

Genre. The generic approach, in turn, has mostly drawn, on the one hand, on stylistics (Gajda 2008), and, on the other hand, on rhetoric, thereby concentrating much more on the recipient’s representations and the actual texts than on their authors and the interaction between the two parties. Both views, however interesting and valuable they may be, concentrate mainly on researching abstract entities, which does not facilitate complete understanding of dynamically co-construed oral interactions involved in broader genre frames.

Well I’m not surprised. Oh, wonderful Oh, that’s terrible. But you cannot say to them ‘Okay, I want you to be evaluative’. The best you can do is provide activities in the classroom where they will need to evaluate one another’s replies—where they will need to say ‘Yeah’, ‘Right’, ‘Good’ and so on. This will only happen if you provide them with opportunities to use language to exchange real meanings. The same applies to discourse markers. You can’t teach discourse markers by asking learners to listen to and repeat words and phrases like ‘Well’, ‘Okay’, and ‘A funny thing happened to me’.

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