Asha Kiran Tickoo
Biographic Data
| ID | 6479033 |
|---|---|
| NAME | Asha Kiran Tickoo |
| GIVEN NAMES | Asha Kiran |
| FAMILY NAME | Tickoo |
| SIGNATURE | TICKOO A K |
| AFFILIATIONS | Southern Illinois University Edwardsville |
| ORCID | 0000-0002-0029-9263 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
On preposing and word order rigidity
For the remainder of the paper we study Kashmiri preposing, although my intuitions about Hindi suggest that our claims are equally applicable to Hindi preposing
An emergent English-mediated identity and a Chinese variety of WE
This paper will document an English-learning influenced transformation of self, as a shared experience amongst a community of its Chinese users. The study examines 84 English narratives on the English language learning (ELL) experience of undergraduate L1 speakers of Mandarin at three proficiency levels: Year II, Year III and Year IV. Identity, expressed in learners’ positioning on ELL, is assessed in its explicit, propositionally represented for…
On assertion without free speech
Non‐Native Language Teachers
A key means to signaling the evaluative component in storytelling
Though scholars interested in ESL writing pedagogy would like to believe otherwise, most students in high school and college English language courses are not, in fact, required to write academic prose. Rather they are, by and large, asked to write the personal narrative, a genre of prose similar in very fundamental ways to the prototype story. The personal narrative is a challenge because, like the prototype story, it is more than a mere report o…
Text building, language learning and the emergence of local varieties in world Englishes
The paper examines two basic modes of text building, first proposed by Sinclair (1994). It argues that these text-building means are not just different, but are, rather, operational opposites. It suggests that this difference means that ESL learners who first acquire one mode of text building are, by this means, also equipped with the wherewithal to prevent implementation of the other. The result is an emergent systemic discourse-level difference…
The selective marking of past tense
This study examines the selective marking of past tense in the narrative prose of low intermediate-level Indian learners of English as a second language who use Hindi or Urdu as their first language, in order to seek effective classroom strategies to address this learning challenge. It tests the applicability of the existing explanations of selective marking on the past tense use of this group of learners and, finding these explanations inadequat…
Comment 2
Exchange
On the framing of one kind of indefinite referring expression
The paper shows that two key principles of communication (the Shared Knowledge Principle and the Economy Principle), which monitor the framing of all well‐formed referring expressions, are manifest in a specialized mode in the framing of focal specific indefinite referring expressions. It is suggested that the special features associated with this type of reference pose a challenge for a group of advanced learners whose L1 is Cantonese. The strat…
On the use of ‘then’/‘after that’ in the marking of chronological order
The challenge of unstated meaning
This paper uses a schemata-theoretic conception of reading in an assessment of ESL reader recall of unstated levels of meaning in narrative prose. Schemata theory suggests that the skilled reader selects one of a finite number of text schemata to use in the decoding, retention and recall of a particular text, and it has been demonstrated that better knowledge of the schematic structure makes possible better recall. Here, reader recall of two type…
How to create a crisis
This paper identi ?es a set of writing conventions whose primary function is to monitor the development of a crucial component of narrative, the crisis of the story, but which are also customarily used by skilled writers to enhance the attention‐getting power of their expository writing. The paper shows that ESL learners who have not learned to use these conventions in narrative also do not use them in essays. It is argued that there is a pedagog…
How to create a crisis
In this paper, I will examine esl learner attempts at a key component of narrative prose, its complication. The complication is the defining component of the four-part schematic structure of narrative (Labov 1981, labov & Waletzky 1967), because it introduces the crisis of the story. This is the most impassioned phase of the narrative and therefore one expects (following Labov) that the narrator is the least disposed to strive to uphold prestige …
Learner hypothesis and past tense marking in Vietnamese English
A number of recent studies on tense in L2 have claimed that the past tense is acquired in developmental stages: verbs, such as ‘build’ and ‘work,’ which are lexico‐aspectually more event‐like (less state‐like) are claimed to be marked for past tense earlier in the developmental process than those, such as ‘be’ and ‘want,’ which are less event‐like (more state‐like). In this paper, I will closely examine seven samples of writing by L1 speakers of …
The selective marking of past tense
This study examines the selective marking of past tense in the narrative prose of low intermediate-level Indian learners of English as a second language who use Hindi or Urdu as their first language, in order to seek effective classroom strategies to address this learning challenge. It tests the applicability of the existing explanations of selective marking on the past tense use of this group of learners and, finding these explanations inadequat…
On the use of ‘then’/‘after that’ in the marking of chronological order
Learner hypothesis and past tense marking in Vietnamese English
A number of recent studies on tense in L2 have claimed that the past tense is acquired in developmental stages: verbs, such as ‘build’ and ‘work,’ which are lexico‐aspectually more event‐like (less state‐like) are claimed to be marked for past tense earlier in the developmental process than those, such as ‘be’ and ‘want,’ which are less event‐like (more state‐like). In this paper, I will closely examine seven samples of writing by L1 speakers of …
How to create a crisis
In this paper, I will examine esl learner attempts at a key component of narrative prose, its complication. The complication is the defining component of the four-part schematic structure of narrative (Labov 1981, labov & Waletzky 1967), because it introduces the crisis of the story. This is the most impassioned phase of the narrative and therefore one expects (following Labov) that the narrator is the least disposed to strive to uphold prestige …
The challenge of unstated meaning
This paper uses a schemata-theoretic conception of reading in an assessment of ESL reader recall of unstated levels of meaning in narrative prose. Schemata theory suggests that the skilled reader selects one of a finite number of text schemata to use in the decoding, retention and recall of a particular text, and it has been demonstrated that better knowledge of the schematic structure makes possible better recall. Here, reader recall of two type…
How to create a crisis
This paper identi ?es a set of writing conventions whose primary function is to monitor the development of a crucial component of narrative, the crisis of the story, but which are also customarily used by skilled writers to enhance the attention‐getting power of their expository writing. The paper shows that ESL learners who have not learned to use these conventions in narrative also do not use them in essays. It is argued that there is a pedagog…
On the framing of one kind of indefinite referring expression
The paper shows that two key principles of communication (the Shared Knowledge Principle and the Economy Principle), which monitor the framing of all well‐formed referring expressions, are manifest in a specialized mode in the framing of focal specific indefinite referring expressions. It is suggested that the special features associated with this type of reference pose a challenge for a group of advanced learners whose L1 is Cantonese. The strat…
On the use of ‘then’/‘after that’ in the marking of chronological order
Exchange
Comment 2
A key means to signaling the evaluative component in storytelling
Though scholars interested in ESL writing pedagogy would like to believe otherwise, most students in high school and college English language courses are not, in fact, required to write academic prose. Rather they are, by and large, asked to write the personal narrative, a genre of prose similar in very fundamental ways to the prototype story. The personal narrative is a challenge because, like the prototype story, it is more than a mere report o…
Text building, language learning and the emergence of local varieties in world Englishes
The paper examines two basic modes of text building, first proposed by Sinclair (1994). It argues that these text-building means are not just different, but are, rather, operational opposites. It suggests that this difference means that ESL learners who first acquire one mode of text building are, by this means, also equipped with the wherewithal to prevent implementation of the other. The result is an emergent systemic discourse-level difference…
The selective marking of past tense
This study examines the selective marking of past tense in the narrative prose of low intermediate-level Indian learners of English as a second language who use Hindi or Urdu as their first language, in order to seek effective classroom strategies to address this learning challenge. It tests the applicability of the existing explanations of selective marking on the past tense use of this group of learners and, finding these explanations inadequat…
Non‐Native Language Teachers
On assertion without free speech
An emergent English-mediated identity and a Chinese variety of WE
This paper will document an English-learning influenced transformation of self, as a shared experience amongst a community of its Chinese users. The study examines 84 English narratives on the English language learning (ELL) experience of undergraduate L1 speakers of Mandarin at three proficiency levels: Year II, Year III and Year IV. Identity, expressed in learners’ positioning on ELL, is assessed in its explicit, propositionally represented for…
On preposing and word order rigidity
For the remainder of the paper we study Kashmiri preposing, although my intuitions about Hindi suggest that our claims are equally applicable to Hindi preposing
Linguistics (15 works) · Philosophy (13 works) · Psychology (12 works) · Computer Science (11 works) · Philosophy (10 works) · Multilingual Education and Policy (9 works) · Sociology (8 works) · Discourse Analysis in Language Studies (7 works) · Narrative (7 works) · EFL/ESL Teaching and Learning (6 works)