Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/2319
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dc.contributor.authorNowicka, Agnieszka-
dc.date.accessioned2012-03-23T14:54:14Z-
dc.date.available2012-03-23T14:54:14Z-
dc.date.issued2005-
dc.identifier.citationGlottodidactica, Vol. 30-31, 2005, s. 177-194pl_PL
dc.identifier.isbn83-232-1475-1-
dc.identifier.issn0072-4769-
dc.identifier.urihttp://hdl.handle.net/10593/2319-
dc.description.abstractThe first part of the paper deals with characteristics of classroom interaction as a type of institutional talk in a conversational analytic perspective. Next, the thesis is discussed concerning developing learners' interactional competence to foster learner discursive independence in argumentative discussions in English as a foreign language. Finally, after a short review of dialogic signals, the article presents a preliminary analysis of selected dialogic signals: evaluating reformulations and piggybacking as the ways of achieving reciprocity in argumentative discussions.pl_PL
dc.language.isoenpl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.subjectdialogic signalspl_PL
dc.subjectargumentaitve discussionspl_PL
dc.subjectlearners of Englishpl_PL
dc.titleDialogic Signals In Argumentative Discussions of Advanced Polish Learners Of Englishpl_PL
dc.typeArtykułpl_PL
Appears in Collections:Glottodidactica, Vol. 30-31 (2005)

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