Interactional competence development (61 resultados)

Condición: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,550grams, ISBN:9781847694058.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Condición: New.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Paperback. Condición: New. Brand new book, sourced directly from publisher. Dispatch time is 6-7 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

Condición: As New. Unread book in perfect condition.

Condición: As New. Unread book in perfect condition.

Paperback. Condición: New. Drawing on data from a range of contexts, including classrooms, pharmacy consultations, tutoring sessions, and video-game playing, and a range of languages including English, German, French, Danish and Icelandic, the studies in this volume address challenges suggested by these questions: What kinds of interactional resources do L2 users draw on to participate competently and creatively in their L2 encounters? And how useful is conversation analysis in capturing the specific development of individuals' interactional competencies in specific practices across time? Rather than treating participants in L2 interactions as deficient speakers, the book begins with the assumption that those who interact using a second language possess interactional competencies. The studies set out to identify what these competencies are and how they change across time. By doing so, they address some of the difficult and yet unresolved issues that arise when it comes to comparing actions or practices across different moments in time.…

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Condición: New. In English.

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Condición: As New. Unread book in perfect condition.

Condición: New.

Festeinband. Condición: Sehr gut. 1. Auflage. 440 Seiten : 100 Illustrationen. Like new. Wie neu. - "With the growing recognition of the need to broaden the definition of Interactional Competence (IC) for communication and learning, this monograph offers the first book-length treatment on the conceptualization, development and validation of IC assessment instruments. Combining psychometrics with discourse analysis, highlights of the book include: 1) evidence that a holistic IC construct encompassing the sequential, emotional, logical, moral and categorial dimensions can be assessed reliably, 2) a practical IC rubric that is adaptable to diverse languages and contexts, 3) demonstration that L2 speakers can have stronger IC than L1 speakers. The book argues that IC needs to be taught and assessed for both L1 and L2 speakers to promote fairness in language education." - - Preface - - Foreward - - Summary of the Book - - Acknowledgements - - List of Tables - - List of Figures - - List of abbreviations - - Chapter 1 - - Introduction - - Chapter 2 Literature review - - 2.1 A philosophical account of interaction - - 2.1.1 Interaction and pragmatics - - 2.1.2 An intentionalist perspective on interaction - - 2.1.3 A rationalist-utilitarian perspective on interaction - - 2.1.4 An empiricist-interactional perspective on interaction - - 2.1.5 A unified account of interaction for assessment - - 2.2 Interaction in computer-mediated communication - - 2.2.1 CMC and L2-speaker interaction - - 2.2.2 An empiricist-interactional approach to CMC - - 2.2.3 Five CMC considerations for test design - - 2.3 Defining an IC construct: A theoretical discussion - - 2.3.1 A brief history of IC - - 2.3.2 Assessing I - - 2.3.3 Differentiating speaking/LC and talking/IC - - 2.3.4 Strong on speaking/LC but weak on talking/IC - - 2.3.5 Strong on talking/IC but weak on speaking/LC - - 2.4 Defining an IC construct: An operational discussion - - 2.4.1 Are we measuring talking/IC or speaking/LC? - - 2.4.2 Separating IC from LC - - 2.4.3 Going beyond the mechanics of interaction: Hymes and Goffman revisited - - 2.4.4 Emotional, logical and moral IC markers - - 2.4.5 Aristotelian artistic proofs: Pathos, logos, and ethos - - 2.4.6 Membership categorization analysis: Categorial IC markers - - 2.5 Designing IC test tasks - - 2.5.1 From the target language domain to a test - - 2.5.2 Task-based needs analysis - - 2.5.3 Triangulation in needs analysis - - 2.5.4 Paucity of TBNA in L2 Chinese - - 2.6 Designing IC rating materials - - 2.6.1 IC rating materials development - - 2.6.2 The rater perspective and indigenous criteria - - 2.6.3 Test-taker exemplars in IC rating - - Chapter 3 Interpretive argument and research design - - 3.1 The inferences and assumptions in the interpretive argument - - 3.1.1 The domain description inference - - 3.1.2 The evaluation inference - - 3.1.3 The generalization inference - - 3.1.4 The explanation inference - - 3.1.5 The extrapolation inference - - 3.2 The design of the three studies - - 3.2.1 Study one, relevant assumptions and research questions - - 3.2.2 Study two, relevant assumptions and research questions - - 3.2.3 Study three, relevant assumptions and research questions - - Chapter 4 - - Study one: Task-based needs analysis and test design - - 4.1 Methodology of study one - - 4.1.1 Participants - - 4.1.1.1 TBNA participants - - 4.1.1.2 Test design participants - - Item review and moderation participants - - Norming session participants - - 4.1.2 Instruments - - 4.1.2.1 ???A instruments - - Hermeneutic-Socratic interviews - - Longitudinal reflective diaries - - 4.1.2.2 Test design instruments - - Norming questionnaires - - 4.1.3 Procedures - - 4.1.3.1 TBNA procedure - - 4.1.3.2 Test design procedure - - 4.1.4 Data analysis - - 4.1.4.1 TBNA data analysis - - 4.1.4.2 Test design data analysis - - 4.2 Results and initial discussion of study one - - 4.2.1 TBNA results - - 4.2.1.1 Social actions - - 4.2.1.2 Sociopragmatic and pragmalinguistic issues - - 4.2.1.3 Interactional features and content knowledge - - 4.2.1.4 Linguistic issues and multimodal cues - - 4.2.2 The test specifications - - 4.2.3 Generating draft items - - 4.2.4 Revising the draft items. ISBN 9783631882504 Sprache: Englisch Gewicht in Gramm: 729.…

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Condición: As New. Unread book in perfect condition.

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Condición: New. In English.

Paperback. Condición: Brand New. 274 pages. 9.25x6.25x0.75 inches. In Stock.

Paperback. Condición: Brand New. 270 pages. 9.00x6.00x9.02 inches. In Stock.

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Condición: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

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Condición: New. pp. 288.

Paperback. Condición: New. Drawing on data from a range of contexts, including classrooms, pharmacy consultations, tutoring sessions, and video-game playing, and a range of languages including English, German, French, Danish and Icelandic, the studies in this volume address challenges suggested by these questions: What kinds of interactional resources do L2 users draw on to participate competently and creatively in their L2 encounters? And how useful is conversation analysis in capturing the specific development of individuals' interactional competencies in specific practices across time? Rather than treating participants in L2 interactions as deficient speakers, the book begins with the assumption that those who interact using a second language possess interactional competencies. The studies set out to identify what these competencies are and how they change across time. By doing so, they address some of the difficult and yet unresolved issues that arise when it comes to comparing actions or practices across different moments in time.…

Condición: New. pp. 288.

Condición: New. pp. 288.

Condición: Good.