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Refusals in instructional contexts and beyond.
Little exposure and few opportunities for practice are two main drawbacks for learners in instructional contexts. These problems are intensified when dealing with face-threatening acts such as refusals, as learners are not fully capable of expressing their meanings and miscommunication is a likely b...
| Clasificación: | Libro Electrónico |
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| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam :
Editions Rodopi,
2013.
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| Colección: | Utrecht studies in language and communication.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Title Page; Copyright Page; Contents; Acknowledgements; Introduction; Section I. Enhancing refusals in formal settings; Using TV series as input source of refusals in the classroom; Refusing in Second Life; The effect of instruction on learners' use and negotiation of refusals; Effects of metapragmatic instruction on EFLlearners' production of refusals; Section II. Variables affecting use of refusals; Refusals in L2 English: Proficiency effects on appropriateness and fluency; The role of proficiency in the production of refusals in English in an instructed context.
- Refusing in L2 Spanish: The effects of the context of learning during a short-term study abroad program Section III. Investigating learners' production of refusals; Learners' production of refusals: Interactive written DCT versus oral role-play; Research method effects on third language learners' refusals; Production of refusals: Insights from stimulated recall; Notes on contributors.