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Communicative Practices (communicative + practice)

Distribution by Scientific Domains

Humanities and Social Sciences	80%

Selected Abstracts

Literary Texts and Grammar Instruction: Revisiting the Inductive Presentation

FOREIGN LANGUAGE ANNALS, Issue 1 2005
Article first published online: 31 DEC 200, Kate Paesani
In this approach, which employs strategies from the teaching of grammar and the teaching of reading, literary texts serve as the basis of the inductive presentation of new grammatical forms and as a springboard for communicative practice of these forms after explicit instruction. The goal is to provide learners with meaning-bearing input to assist their acquisition of grammatical forms, to raise students' consciousness about the target language, to encourage meaningful communication among learners, and to develop skills and strategies in the reading of literary texts. The presentation of the proposed technique is followed by an example of teaching French relative pronouns based upon Prévert's (1949) poem "Le Message." [source]

Literary Texts and Grammar Instruction: Revisiting the Inductive Presentation

FOREIGN LANGUAGE ANNALS, Issue 1 2004
Article first published online: 31 DEC 200, Kate Paesani PhD
In this approach, which employs strategies from the teaching of grammar and the teaching of reading, literary texts serve as the basis of the inductive presentation of new grammatical forms and as a springboard for communicative practice of these forms after explicit instruction. The goal is to provide learners with meaning-bearing input to assist their acquisition of grammatical forms, to raise students' consciousness about the target language, to encourage meaningful communication among learners, and to develop skills and strategies in the reading of literary texts. The presentation of the proposed technique is followed by an example of teaching French relative pronouns based upon Prévert's (1949) poem "Le Message." [source]

Self-expression and the negotiation of identity in a foreign language1

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 3 2006
Philip RileyArticle first published online: 24 OCT 200
analyse de discours; expression de soi; negociation d'identité; ethos; pratiques communicatives This article sets out an approach to the architecture, perception and negotiation of personal identity in relation to a number of issues in the fields of social interaction, communication and language teaching. In part one, particular attention is paid to the concept of ethos, a collaborative construct resulting from mutually influencing communcative behaviours: a speaker's projected self-image as assessed and perceived by hearers. In part two a variety of communicative practices involved in the negotiation of identity are exemplified and analysed, including membershipping, anecdote and pragmatic failure, and their relevance to applied linguistics is discussed. Cet article expose une approche de l'architecture, de la perception et de la negociation de l'identité personnelle par rapport à un certain nombre de questions d'ordre interactif, communicatif et didactique. La première partie concerne particulièrement la notion de l'ethos, une construction collaborative qui est le fruit de comportements communicatifs qui s'influent réciproquement: l'image de soi du locuteur telle qu'elle est perçue et évaluée par un interlocuteur. La deuxième partie illustre et analyse certaines pratiques communicatives courantes qui participent à la négociation de l'identité, y compris les stratégies d'identification, l'anecdote et l'échec pragmatique, et examine leurs implications pour la linguistique appliquée. [source]

Intention and Meaning in Young Children's Drawing

INTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 2 2005
Sue Cox
In this article I present some ideas, based on qualitative research into young children's drawing, related to the developing discourse on young children's thinking and meaning making. I question the relationship between perception and conception and the nature of representation, challenging traditional ideas around stage theory and shifting the focus from the drawings themselves to the process of drawing, and thus to the children's own purposes. I analyse examples of my observations (made in naturalistic settings within a nursery classroom) to reveal the range of representational purposes and meaning in children's drawing activity. My analysis shows that, rather than being developmentally determined, the way children configure their drawings is purposeful; children can recognise the power of drawing to represent, and that they themselves can be in control of this. I explore aspects of the process, including transformation and talk to show the importance of understanding drawing in its specific contexts. I show how children's drawing activity is illuminated by the way in which it occurs and the other activities linked to it, presenting drawing as part of children's broader, intentional, meaning-making activity. As an aspect of the interactive, communicative practices through which children's thinking develops, representation is a constructive, self-directed, intentional process of thinking in action, through which children bring shape and order to their experience, rather than a developing ability to make visual reference to objects in the world. I suggest that in playing with the process, children are actively defining reality rather than passively reflecting a given reality. [source]

Getting out of the habitus: an alternative model of dynamically embodied social action

THE JOURNAL OF THE ROYAL ANTHROPOLOGICAL INSTITUTE, Issue 3 2000
Brenda Farnell
Although Bourdieu's theory of practice has drawn widespread attention to the role of the body and space in social life, the concept of habitus is problematic as an explanatory account of dynamic embodiment because it lacks an adequate conception of the nature and location of human agency. An alternative model is presented which locates agency in the causal powers and capacities of embodied persons to engage in dialogic, signifying acts. Grounded in a non-Cartesian concept of person and ,new realist', post-positivist philosophy of science, vocal signs and action signs, not the dispositions of a habitus, become the means by which humans exercise agency in dynamically embodied practices. Ethnographic data from the communicative practices of the Nakota (Assiniboine) people of northern Montana (USA) support and illustrate the theoretical argument. [source]