Willis J Edmondson
Biographic Data
| ID | 4517690 |
|---|---|
| NAME | Willis J Edmondson |
| GIVEN NAMES | Willis J |
| FAMILY NAME | Edmondson |
| SIGNATURE | EDMONDSON W J |
| AFFILIATIONS | Universität Hamburg |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 39 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 2005 |
| H-INDEX | 4 |
Prejudice and practice in applied linguistics
The study of second language acquisition
Einführung in die Sprachlehrforschung
Some Ins and Outs of Foreign Language Classroom Research
The classroom and the language learner
Observation in the language classroom
Second language classrooms
Communicative methodology in language teaching
Language purpose and language use
The descriptivist and performatives (again)
Taylor and Wolf (1981) seek to show that Edmondson (1979) makes the position of the descriptivist ‘if anything, worse’, and that the dilemma for the descriptivist posed by Harris (1978) is ‘inescapable’. The authors seek to facilitate discussion by analysing my theory ‘rather more clearly’ than I managed to myself, and in doing so establish that its claims are ‘either contradictory or absurd’ (329)
Harris on performatives
Harris (1978) argues against the ‘descriptive’ interpretation of performative utterances on the ground that on a particular occasion of its use I apologize may not constitute a ‘genuine instance of apologizing’, although the use of that utterance on that occasion may be ‘correctly described’ by using the verb APOLOGIZE non-performatively, as in (these are Harris's examples): (1) S apologized to the lamp-post, and even the police sergeant laughed.…
The classroom and the language learner
Observation in the language classroom
Second language classrooms
Language purpose and language use
Harris on performatives
Harris (1978) argues against the ‘descriptive’ interpretation of performative utterances on the ground that on a particular occasion of its use I apologize may not constitute a ‘genuine instance of apologizing’, although the use of that utterance on that occasion may be ‘correctly described’ by using the verb APOLOGIZE non-performatively, as in (these are Harris's examples): (1) S apologized to the lamp-post, and even the police sergeant laughed.…
The descriptivist and performatives (again)
Taylor and Wolf (1981) seek to show that Edmondson (1979) makes the position of the descriptivist ‘if anything, worse’, and that the dilemma for the descriptivist posed by Harris (1978) is ‘inescapable’. The authors seek to facilitate discussion by analysing my theory ‘rather more clearly’ than I managed to myself, and in doing so establish that its claims are ‘either contradictory or absurd’ (329)
Harris on performatives
Harris (1978) argues against the ‘descriptive’ interpretation of performative utterances on the ground that on a particular occasion of its use I apologize may not constitute a ‘genuine instance of apologizing’, although the use of that utterance on that occasion may be ‘correctly described’ by using the verb APOLOGIZE non-performatively, as in (these are Harris's examples): (1) S apologized to the lamp-post, and even the police sergeant laughed.…
The descriptivist and performatives (again)
Taylor and Wolf (1981) seek to show that Edmondson (1979) makes the position of the descriptivist ‘if anything, worse’, and that the dilemma for the descriptivist posed by Harris (1978) is ‘inescapable’. The authors seek to facilitate discussion by analysing my theory ‘rather more clearly’ than I managed to myself, and in doing so establish that its claims are ‘either contradictory or absurd’ (329)
Language purpose and language use
Communicative methodology in language teaching
The classroom and the language learner
Observation in the language classroom
Second language classrooms
Some Ins and Outs of Foreign Language Classroom Research
Einführung in die Sprachlehrforschung
The study of second language acquisition
Prejudice and practice in applied linguistics
Psychology (9 works) · Linguistics (8 works) · Philosophy (8 works) · Computer Science (6 works) · Philosophy (6 works) · EFL/ESL Teaching and Learning (5 works) · Mathematics education (5 works) · Social Psychology (4 works) · Social Psychology (4 works) · Sociology (4 works)