Jeff Connor‐linton
Dados Biográficos
| ID | 154808 |
|---|---|
| NOME | Jeff Connor‐linton |
| PRENOMES | Jeff |
| SOBRENOME | Connor‐linton |
| ASSINATURA | LINTON J C |
| AFILIAÇÕES | Georgetown University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 13 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1987 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 1999 |
| ÍNDICE H | 3 |
Competing communicative styles and crosstalk
The explanatory model of cross-cultural miscommunication, or crosstalk, is extended here through a multi-feature, multi-dimensional analysis of Soviet and American speakers' discourse in two three-hour audio/video “spacebridge” meetings. The study demonstrates that variation between speakers' uses of co-occurring sets of lexical and syntactic features can contribute to crosstalk. Crosstalk is shown to be functionally motivated by interlocutors' d…
The Arlington Curriculum Development Model
This article presents a model process for “bottom‐up” teacher development of a proficiency‐oriented, criterion‐referenced second or foreign language curriculum. The process is designed for second and foreign language teachers and administrators at all levels of education (1) to enhance articulation and coherence of teaching objectives and practices between levels of language instruction and (2) to foster communicative teaching practices
The role of lexical variation in crosstalk
Looking behind the Curtain
Barritt, L., Stock, P. L., & Clark, F. (1986) Researching practice: Evaluating assessment essays. College Composition and Communication, 37, 315-327. Black, L., Daiker, D. A., Sommers,J., & Stygall, G. (1994). New directions in portfolio assessment. Portsmouth, NH: Boynton/Cook Heinemann. Cumming, A., & Riazi, A. (1994, October). Learning variables and achievement in ESL written composition. Paper presented at the Second Language Research Forum, …
Crosscultural comparison of writing standards
This study compares the evaluative criteria which American ESL instructors and Japanese EFL instructors applied in rating ten compositions written by adult L1 Japanese EFL students. The instructors quantitatively rated the compositions and then stated their qualitative reasons for their ratings of each composition. The evaluative criteria of the two groups are assumed to indirectly reflect their respective instructional goals and emphases, and th…
How Conversation Works
Linguistic Anthropology
Linguistic Anthropology
Talking American
Author’s style and world-view in nuclear discourse
Soviet and American expression of personal involvement
Article Soviet and American expression of personal involvement: Some implications for cross-cultural and cross-gender communication was published on January 1, 1987 in the journal Multilingua (volume 6, issue 3)
Author’s style and world-view in nuclear discourse
Looking behind the Curtain
Barritt, L., Stock, P. L., & Clark, F. (1986) Researching practice: Evaluating assessment essays. College Composition and Communication, 37, 315-327. Black, L., Daiker, D. A., Sommers,J., & Stygall, G. (1994). New directions in portfolio assessment. Portsmouth, NH: Boynton/Cook Heinemann. Cumming, A., & Riazi, A. (1994, October). Learning variables and achievement in ESL written composition. Paper presented at the Second Language Research Forum, …
Crosscultural comparison of writing standards
This study compares the evaluative criteria which American ESL instructors and Japanese EFL instructors applied in rating ten compositions written by adult L1 Japanese EFL students. The instructors quantitatively rated the compositions and then stated their qualitative reasons for their ratings of each composition. The evaluative criteria of the two groups are assumed to indirectly reflect their respective instructional goals and emphases, and th…
Competing communicative styles and crosstalk
The explanatory model of cross-cultural miscommunication, or crosstalk, is extended here through a multi-feature, multi-dimensional analysis of Soviet and American speakers' discourse in two three-hour audio/video “spacebridge” meetings. The study demonstrates that variation between speakers' uses of co-occurring sets of lexical and syntactic features can contribute to crosstalk. Crosstalk is shown to be functionally motivated by interlocutors' d…
The Arlington Curriculum Development Model
This article presents a model process for “bottom‐up” teacher development of a proficiency‐oriented, criterion‐referenced second or foreign language curriculum. The process is designed for second and foreign language teachers and administrators at all levels of education (1) to enhance articulation and coherence of teaching objectives and practices between levels of language instruction and (2) to foster communicative teaching practices
The role of lexical variation in crosstalk
Soviet and American expression of personal involvement
Article Soviet and American expression of personal involvement: Some implications for cross-cultural and cross-gender communication was published on January 1, 1987 in the journal Multilingua (volume 6, issue 3)
Author’s style and world-view in nuclear discourse
Talking American
Linguistic Anthropology
Linguistic Anthropology
How Conversation Works
The role of lexical variation in crosstalk
Looking behind the Curtain
Barritt, L., Stock, P. L., & Clark, F. (1986) Researching practice: Evaluating assessment essays. College Composition and Communication, 37, 315-327. Black, L., Daiker, D. A., Sommers,J., & Stygall, G. (1994). New directions in portfolio assessment. Portsmouth, NH: Boynton/Cook Heinemann. Cumming, A., & Riazi, A. (1994, October). Learning variables and achievement in ESL written composition. Paper presented at the Second Language Research Forum, …
Crosscultural comparison of writing standards
This study compares the evaluative criteria which American ESL instructors and Japanese EFL instructors applied in rating ten compositions written by adult L1 Japanese EFL students. The instructors quantitatively rated the compositions and then stated their qualitative reasons for their ratings of each composition. The evaluative criteria of the two groups are assumed to indirectly reflect their respective instructional goals and emphases, and th…
The Arlington Curriculum Development Model
This article presents a model process for “bottom‐up” teacher development of a proficiency‐oriented, criterion‐referenced second or foreign language curriculum. The process is designed for second and foreign language teachers and administrators at all levels of education (1) to enhance articulation and coherence of teaching objectives and practices between levels of language instruction and (2) to foster communicative teaching practices
Competing communicative styles and crosstalk
The explanatory model of cross-cultural miscommunication, or crosstalk, is extended here through a multi-feature, multi-dimensional analysis of Soviet and American speakers' discourse in two three-hour audio/video “spacebridge” meetings. The study demonstrates that variation between speakers' uses of co-occurring sets of lexical and syntactic features can contribute to crosstalk. Crosstalk is shown to be functionally motivated by interlocutors' d…
Linguistics (8 obras) · Computer Science (7 obras) · Sociology (7 obras) · Discourse Analysis in Language Studies (6 obras) · Philosophy (6 obras) · Psychology (6 obras) · Multilingual Education and Policy (5 obras) · Philosophy (5 obras) · Citation (4 obras) · Language, Discourse, Communication Strategies (4 obras)