Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/2341
Full metadata record
DC FieldValueLanguage
dc.contributor.authorNowicka, Agnieszka-
dc.date.accessioned2012-03-26T08:23:34Z-
dc.date.available2012-03-26T08:23:34Z-
dc.date.issued2001-
dc.identifier.citationGlottodidactica, Vol. 29, 2001, s. 85-103pl_PL
dc.identifier.isbn83-232-1329-1-
dc.identifier.issn0072-4769-
dc.identifier.urihttp://hdl.handle.net/10593/2341-
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.subjectargumentative discussionspl_PL
dc.subjectPolish learners of Englishpl_PL
dc.titleDialogic Signals In Argumentative Discussions of Advanced Polish Learners Of Englishpl_PL
dc.typeArtykułpl_PL
Appears in Collections:Glottodidactica, Vol. 29 (2001)

Files in This Item:
File Description SizeFormat 
05 Agnieszka NOWICKA, Dialogic Signals in Argumentative Discussions of Advanced Polish Learners of English.pdf6.8 MBAdobe PDFView/Open
Show simple item record



Items in AMUR are protected by copyright, with all rights reserved, unless otherwise indicated.