نوشته شده توسط ميثم در سه شنبه 23 اسفند1390 ساعت 20:1 موضوع | لینک ثابت

Love is pure language of the world

A language without words

the one true language of the universe

It requires no explanation  just as the universe needs none as it travels through endlss time

عشق زبان پاک دنیاست     

زبانی بدون واژه ها

تنها زبان حقیقی کائنات   

زبانی که نیاز به توضیح ندارد

درست همانگونه که دلیلی برای این که چرا کائنات جاودانه در گردش اند وجود ندارد

پائولو کوئلیو

 

نوشته شده توسط ميثم در جمعه 19 اسفند1390 ساعت 14:46 موضوع | لینک ثابت

THE BARBARA JORDAN STYLE”
Who was Barbara Jordan?
Barbara Jordan, born in 1936, grew up in Houston, Texas, where she attended all-Black
Texas Southern University. She returned to Houston and briefly practiced law there after
graduating from law school in Boston.3 Then she went into politics. The first African-
American woman elected to the Texas Senate and subsequently the first African-
American woman from the South in the U.S. House of Representatives, Jordan rose to
prominence through astute politics conducted in part via public oratory which audiences
found inspiring. She first gained wide national attention as a result of her televised
speech in 1972 as a member of the Judiciary Committee of the House of Representatives,
which was deliberating whether President Richard Nixon should be impeached. In 1976
and again in 1992, Jordan gave keynote addresses at the Democratic Party’s national
convention. Her speeches are widely quoted. Until her death in 1996, she was frequently
Johnstone, Stance, Style and the Linguistic Individual, 9
interviewed for print and broadcast, and after her retirement from politics she was a
popular teacher at the University of Texas. She is seen as a model for African-
Americans, for women, and for politicians, and as an authority on governmental ethics.

 

نوشته شده توسط ميثم در دوشنبه 3 بهمن1390 ساعت 19:39 موضوع | لینک ثابت

What is stance?

Stance is generally understood to have to do with the methods, linguistic and other, by

which interactants create and signal relationships with the propositions they utter and

with the people they interact with. Early work (Biber and Finegan 1989) focused on

evidentiality and affect, examining textual features that can signal the source of speakers’

knowledge and their degree of certainty, as well as their attitudes about the propositions

they utter. In more recent work taking a similar approach, Hunston and Thompson

ادامه مطلب

 

نوشته شده توسط ميثم در دوشنبه 3 بهمن1390 ساعت 11:32 موضوع | لینک ثابت

What is discourse analysis

It’s a way of looking at language. Grammarians look at with grammar as the unit of analysis. Discourse analysis is concerned with the relationship between language and the contexts it’s used in

It is not a methodology of teaching and knowledge of discourse is not always useful to the language teacher. However, an awareness of how language is used in relation to context, roles and relationship of speakers, can sometimes be used and be useful in the classroom, especially in getting learners to sound more natural.

We can divide discourse into 2 areas. Firstly spoken discourse and secondly written discourse. There may be a case for arguing some pieces of language are a hybrid of the two.

Spoken discourse may cover telephone calls, transactions in shops, interviews, etc..

Written discourse may cover newspapers, poems, letters and so forth.

One could say a wedding ritual is a hybrid; because it is not improvised, it is based on a set text.

SPOKEN DISCOURSE

FORM and FUNCTION

Look at extract 1. Taken from the British comedy show Morecombe and Wise.

1.

ERNIE: Tell ‘em about the show.

ERIC: (to the audience) Have we got a show for you tonight folks!

Have we got a show for you!

(aside to Ernie) Have we got a show for them?

“Have we got a show for you” changes meaning or function during the exchange. The important thing is how we recognize this change. Interpretation is based essentially on context, the relationship of the people, intonation, may be pitch, conventions of speech.

In a nutshell this is what discourse analysis is about. How we interpret language, what makes sentences coherent, what we are doing with the language.

A more accurate knowledge of this can help us when evaluating materials, creating materials and using language in the classroom.

SPEECH ACTS

The basic unit of spoken discourse is the speech act. In the exchanges below we can see a pattern of INITIATE, RESPONSE and FOLLOW UP.

2.

A: What time is it?

B: Six thirty.

A: Thanks.

A: Tim’s coming tomorrow.

B: Oh yeah.

A: Yes.

Many of our everyday exchanges follow this pattern (albeit often very liberally).

In the exchanges below we can see how context can determine meaning or function.

3.

A: What time is it?

B: Five past six.

A:

i) A: Thanks!

ii) A: Good! Clever girl!

iii) No it isn’t, and you know it isn’t; it’s half past and you’re late again!

In ii) and iii) the questioner actually already knows the answer to the question! While comprehension checking is useful in the classroom, we have to be careful that all our teacher talk isn’t of this tell-me-what-I-already-know kind. A balance is needed with language used for meaningful communication.

source

http://www.tdf-esl.com/

 

ادامه مطلب

 

نوشته شده توسط ميثم در جمعه 30 دی1390 ساعت 11:50 موضوع | لینک ثابت

Although the terminology is not always uniform, with some writers using the terms "learner strategies" (Wendin & Rubin, 1987), others "learning strategies" (O'Malley & Chamot, 1990; Chamot & O'Malley, 1994), and still others "language learning strategies" (Oxford, 1990a, 1996), there are a number of basic characteristics in the generally accepted view of LLS. First, LLS are learner generated; they are steps taken by language learners. Second, LLS enhance language learning and help develop language competence, as reflected in the learner's skills in listening, speaking, reading, or writing the L2 or FL. Third, LLS may be visible (behaviours, steps, techniques, etc.) or unseen (thoughts, mental processes). Fourth, LLS involve information and memory (vocabulary knowledge, grammar rules, etc.).

Reading the LLS literature, it is clear that a number of further aspects of LLS are less uniformly accepted. When discussing LLS, Oxford (1990a) and others such as Wenden and Rubin (1987) note a desire for control and autonomy of learning on the part of the learner through LLS. Cohen (1990) insists that only conscious strategies are LLS, and that there must be a choice involved on the part of the learner. Transfer of a strategy from one language or language skill to another is a related goal of LLS, as Pearson (1988) and Skehan (1989) have discussed. In her teacher-oriented text, Oxford summarises her view of LLS by listing twelve key features. In addition to the characteristics noted above, she states that LLS:

·         allow learners to become more self-directed

·         expand the role of language teachers

·         are problem-oriented

·         involve many aspects, not just the cognitive

·         can be taught

·         are flexible

·         are influenced by a variety of factors.

(Oxford, 1990a, p. 9)

Beyond this brief outline of LLS characterisitics, a helpful review of the LLS research and some of the implications of LLS training for second language acquisition may be found in Gu (1996).

 

نوشته شده توسط ميثم در جمعه 16 دی1390 ساعت 9:31 موضوع | لینک ثابت

It is possible to be happy and joyful most of the time. You just have to look at little children and see their natural joy. You may say that little children are free and don't have anything to worry about, but you are free too! You are free to choose worry or to choose joy, and whatever you choose will attract exactly that. Worry attracts more worry. Joy attracts more joy.

Rhonda Byrne

 

نوشته شده توسط ميثم در یکشنبه 11 دی1390 ساعت 16:30 موضوع | لینک ثابت

by":atalie Schilling-Estes

Using data from sociolinguistic and sociological interviews from several communities in the Southeastern US, the present study examines patterns of stylistic variation in several contexts considered to be typical of sociolinguistic interviews and to condition style in predictable ways (e.g. ‘narrative’, ‘tangent’, ‘soapbox’, talk about language; Labov 1972a, b; 2001). The study demonstrates that interviewees are less predictable stylistically than we would expect, following traditional variationist approaches focusing on attention to speech (Labov 1972b) or audience design (Bell 1984). However, when we broaden our view of stylistic variation to encompass ethnographic and interactional sociolinguistic approaches, we find that we can at least interpret the styles that surface in various interview contexts, even if we cannot always predict them (e.g. Bell 1984: 185). For example, we can examine how stylistic variation is shaped not only by factors external to the speaker (e.g. audience, topic, setting), but also speaker-internal factors such as how speakers conceptualize or ‘frame’ interview events (e.g. Goffman 1974, 1981) and what tone or ‘key’ they take (Hymes 1972). Further, the stylistic creativity that pervades the sociolinguistic interview demonstrates that despite its alleged ‘unnaturalness’ (e.g. Wolfson 1976), the sociolinguistic interview is actually a rich site for the investigation of how speakers ‘really’ use stylistic variation in displaying and shaping personal, interpersonal, and larger group identities. Crucially, in the current study, the in-depth investigation of intra-individual variation is placed against a backdrop of quantitative analysis of phonological and morphosyntactic variation within and across interviews and communities.

 

نوشته شده توسط ميثم در چهارشنبه 9 آذر1390 ساعت 11:6 موضوع | لینک ثابت

A figurative of speech (a form of irony) in which exaggeration is used for emphasis or effect; an extravagant statement. Adjective: hyperbolic. Contrast with understatement .

Examples and Observations:

• "I was helpless. I did not know what in the world to do. I was quaking from head to foot, and could have hung my hat on my eyes, they stuck out so far."
  (Mark Twain, "Old Times on the Mississippi")
  
  
• "He snorted and hit me in the solar plexus.
  
  "I bent over and took hold of the room with both hands and spun it. When I had it nicely spinning I gave it a full swing and hit myself on the back of the head with the floor."
  (Raymond Chandler, "Pearls Are a Nuisance," 1939)
  
  
• "Ladies and gentlemen, I've been to Vietnam, Iraq, and Afghanistan, and I can say without hyperbole that this is a million times worse than all of them put together."
  (Kent Brockman, The Simpsons)
  

 

نوشته شده توسط ميثم در سه شنبه 3 آبان1390 ساعت 10:57 موضوع | لینک ثابت

 

I like a teacher who gives you something to take home to think about besides homework .

 Edith Ann

            Freedom is the will to be responsible to ourselves

 

 

نوشته شده توسط ميثم در سه شنبه 3 آبان1390 ساعت 10:31 موضوع | لینک ثابت