Teaching Paralinguistic Features of Foreign Language

• Номер работы:
  115917
• Раздел:
  Все работы   →   Курсовые проекты - сложные   →   Английский язык
• Год добавления:
  01.05.2009 г.
• Объем работы:
  25 стр.
• Содержание:
  CONTENTS
  
  Introduction 2
  Teoretical aspects of teaching paralinguistic features 3
  Practice of teaching paralinguistic features using an audio-visual equipment 10
  Conclusion 21
  References 23
  
  REFERENCES
  
  
  1. Altman, Rick (1999). The video connection. Boston: Houghton Mifflin Co.
  2. Banning, Bernadine and Yerrick, Williams D. "SIN in the language lab." Hispania, 70, 187-188.
  3. Beeching, Kate (2002). "Authentic Materials". The British Journal of Language Training. 20, (1) 17-20.
  4. Benda, Ndomba. Exploiting English in Forum , E.U.A: vol. XX. No 2, 1992. p.9.
  5. Blakey, Richard (2004). "Teaching film with blinders on: the importance of knowing the language." ADFL Bulletin, 16, (1) 42-47.
  6. Brown, H. Douglas. (1997). Principle of language learning and teaching. Englewood Cliffs, N.J.: Prentice-Hall.
  7. Center of Applied Linguistics (2007, July 7) Evaluating the effectiveness of closed-caption TV programming as instructional material for ESL students. Final Report.
  8. Cummins, Patricia. (1999). "Video and the French teacher." The French Review, 62, 411-426.
  9. DuVerlie, Claude A. (1988). "Satellite-assisted instruction for foreign languages: An emerging model in French." ADFL Bulletin, 19, (3), 28-31.
  10. Garber, Carole, and Holmes, Glyn (2001). "Video-aided written/oral assignments." Foreign Language Annals, 14, 325-331.
  11. Garrity, Henry A. (2007). Film in the French classroom. Cambridge, Massachusetts: Polyglot Productions.
  12. Gillespie, Junetta B. (2005). Video and second language learning. Urbana-Champaign, IL: University of Illinois.
  13. Hymes, Dell (1994). Foundations in sociolinguistics: An ethno-graphic approach. Philadelphia: University of Pennsylvania Press.
  14. Johnson, Margaret S., and Van Iten, Helga B. (2004). "An attempt at televised foreign language instruction." ADFL Bulletin, 16, (1) 35-38.
  15. Kelly, Linton. "Teacher talk" in Exploiting Recorded TV Programs for Teaching Conversational English , E.U.A., 2000, p.10, citado en Ndomba Benda, p.15.
  16. Reley, Philip. "Learner's Lib. Experimental Autonomous Learning Scheme", Modern English Publications , London , 1992.
  17. Scriverner, J. Learning Teaching , Heinemann , Great Britain , 2004, p. 117.
  
• Выдержка из работы:
  Некоторые тезисы из работы по теме Teaching Paralinguistic Features of Foreign Language
  INTRODUCTION
  
  
  Appraisal theory is one of the most significant recent contributions to Systemic Functional Linguistics (SFL). Appraisal extends the SFL account of interpersonal meaning presenting a framework of ways in which writers or speakers construct texts and ‘adopt stances’ towards what they say and towards those to whom they say it.
  By stance is meant “the lexical and grammatical expression of attitudes, feelings, judgements or commitment concerning the propositional content of a message” . Undoubtedly, the Appraisal framework provides valuable tools for the analysis and interpretation of discourse from the interpersonal perspective. However, it seems that most studies on Appraisal focus on lexico-grammatical resources and on the written language. Even in the case of conversational appraisal analysis the main focus of interest is on the attitudinal meanings of the words used by the interactants in conversation.
  Furthermore, it seems that most studies on Appraisal focus on lexico-grammatical resources and on the written language, and that a phonological approach might also be attempted.
  So, the purposes of this paper are:
  • to present a description of the way in which it is possible to deal with the expression of attitude in the English pronunciation courses,
  • to pose some questions that might lead to future research on Appraisal in spoken discourse.