fileadmin/content/institute/anglistik/dokumente/downloads/jakel-costellazioni-vii-lg-1-veroeffentlichungen.pdf
the teacher moves towards an even more natural conversa- tion by sharing personal information (161, 166) before eliciting with more open questions. As regards feedback in the follow-up move, this takes [...] Thus, she invites individual pupils to take over the elicit move, while still providing the feedback herself. In the end, even the follow-up move is performed by some pupils, who confirm their classmates’ [...] second. The first speech act, though, is a directive (Searle 1975) by the teacher, a complex framing move (Sinclair/Coulthard 1992: 3, 21; cf. Sinclair/Coulthard 1975), signalling to the pupils that the lesson
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jaekel-2016-fehler-modelle-und-andere-faelle.pdf
einer Direk- tive (directive, Searle 1975) der Lehrkra, mit welcher sie eine komplexe Rahmung (framing move, Sinclair/Coulthard 1992, S. 3; 21; vgl. 1975) der Stunde vorgibt, indem sie den Lernenden signalisiert [...] rungs-Austausch durch einen weiteren Beitrag der Lehrkra (8), den sogenannten Folgeschritt (follow-up move), in welchem die Lehrerin Rückmeldung ( feedback) zur Schülerleistung gibt. Als Sprechakt ist dies
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jaekel-2014-unterrichtsanalyse.pdf
Direktive (directive, Searle 1975) der Lehrkraft, mit welcher sie eine komplexe Rahmung ( framing move, Sinclair und Coulthard 1992, S. 3, 21; vgl. 1975) der Stunde vorgibt, indem sie den Lernenden si [...] rungs-Austausch durch einen weiteren Beitrag der Lehrkraft (8), den sogenann- ten Folgeschritt ( follow-up move), in welchem die Lehrerin Rückmeldung ( feed- back) zur Schülerleistung gibt. Als Sprechakt ist dies
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jaekel-olaf-flecc-24-06-2011.pdf
second. The first speech act, though, is a directive (Searle 1975) by the teacher, a complex framing move (Sinclair & Coulthard 1992: 3; 21; cf. 1975), signalling to the pupils that the lesson is about to [...] typical display question (Allwright & Bailey 1991: 110; cf. Byram 2004: 501-502). It is the first move of a three-part teacher elicit exchange (Sinclair & Coulthard 1992: 14; cf. 1975: 34), displayed here [...] (8) T: Very good! (9) [...] The teacher (6) initiates this exchange by way of her question. This move is followed by a pupil's response (7), which takes the shape of the appropriate prepositional phrase
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jaekel-2019-ace-forschungsaufgaben.pdf
17): The teacher’s role as evaluator, for example, makes the follow-up move very important in classrooms; where the follow-up move is withheld, the pupils are likely to suspect that something is wrong […]
fileadmin/content/institute/anglistik/dokumente/projekte/dohcce-online.pdf
yes, that’s 21055 right. [äh] … why would … none of you would move 21056 into a big city or hardly any of you. Who would want 21057 to move into a small town or village? Who of you? 21058 [Einige Finger [...] nervous. Well, … even if you move to a small place like 21072 [äh] … [äh] Kierspe or Fröndenberg or Wulfen 21073 [unverständlich] … big noisy school. 21074 Where would you move? 21075 S. Holland [deutsche [...] 10976 Anstrengungen, die hochhängende Tafel zu 10977 erreichen] [äh], it’s a shame that we can’t move the … 10978 the board. 10979 S. It’s not Monday. 310 DOHCCE – The Dortmund Historical Corpus of Classroom
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the Bavarian Academy of Sciences due to the decision of the monarch, King Ludwig I (1786-1868), to move the state university from Landshut to Munich2, thus separating teaching from the Academy (Deutsches
fileadmin/content/abteilungen/comparative-political-economy/dokumente/downloads/final-version-book-review-eribon-louis.pdf
to remember his childhood family life and to reflect on his decision to leave his hometown. Eribon moves to Paris at the age of twenty where he encounters a strange dialectic in terms of how he builds his
fileadmin/content/abteilungen/industrial/dokumente/downloads/studiengang/2021-modulhandbuch-update.pdf
include entrepreneurial attitudes, abilities and behaviors; innovation; opportunity recognition; first- mover advantages and disadvantages and internationalization. The focus of the course are green business