Search for dissertations about: "conversation analysis theory"
Showing result 1 - 5 of 28 swedish dissertations containing the words conversation analysis theory.
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1. A Linguistic Analysis of Peer-review Critique in Four Modes of Computer-mediated Communication
Abstract : Abstract The present work is a quantitative and qualitative analysis of pragmatic strategies for delivering critique, and types of politeness, used by undergraduate L2 students of English at different stages of peer-review discussion. The material examined consists of four corpora of authentic conversations between students, the main purpose of which was to give feedback on each other’s contributions during an English A-level course, at Mid-Sweden University. READ MORE
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2. From Interaction to Grammar : Estonian Finite Verb Forms in Conversation
Abstract : This study contributes to the research tradition of interactional linguistics. It demonstrates how interactional patterns and sequences of actions are, or emerge as, part of the syntagmatic structure of a language, and why the transitions from interaction to grammar as well as from content to function items, are to be regarded as gradual and continuous. READ MORE
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3. Group work and physics – characteristics, learning possibilities and patterns of interaction
Abstract : This thesis explores group work in physics at university level. The guiding research interest is what happens in the students’ interactions during such (instructional) activities, focusing both on the physics content and group dynamics. READ MORE
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4. Learning physics with Controllable Worlds : Perspectives for examining and augmenting physics students' engagement with digital learning environments
Abstract : In this thesis I present a collection of case studies involving small groups of participants using ‘Controllable Worlds’—i.e., a particular class of physics digital learning environment (DLE) including simulations, ‘microworlds,’ and educational games that provides users with control over manipulable virtual environments. READ MORE
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5. Schooling Emotional Intelligence Through Narrative and Dialogue. Implications for the education of children and adolescents
Abstract : Abstract The point of departure for this study is the author's experience as educator in a residential home for children (age 6-14) with social-emotional problems, in Italy, between 1980 and 1989. One important element of the pedagogical approach was the use of narratives (personal, of others, of fiction) to prompt children's interest/ motivation to reflect about issues of personal concern. READ MORE