Journal articles: 'Language routines'

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Bladas, Òscar. "Conversational routines, formulaic language and subjectification." Journal of Pragmatics 44, no. 8 (June 2012): 929–57. http://dx.doi.org/10.1016/j.pragma.2012.04.009.

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FIELD, MARGARET. "Triadic directives in Navajo language socialization." Language in Society 30, no. 2 (April 2001): 249–63. http://dx.doi.org/10.1017/s0047404501002044.

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This article argues that certain aspects of language use may be more resistant to change than is language code. In communities undergoing language shift, researchers have noted ways in which indigenous patterns of interaction may be retained after the language used has shifted to English. It is argued that aspects of a speech community's interaction that are most tacit are also the most resistant to change, and are maintained through mundane routines and forms of everyday interaction. Such contexts for language use typically are the focus in studies of language socialization, which bring the theoretical perspectives of both practice theory and Bakhtinian dialogicality to bear on the question of how interactional and linguistic routines are maintained and transmitted across generations. Analysis here focuses on one particular interactional routine: the giving of directives involving a triadic participation structure, between caregivers and children in a Navajo community.

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Yoder, Paul J., and Betty Davies. "Greater intelligibility in verbal routines with young children with developmental delays." Applied Psycholinguistics 13, no. 1 (January 1992): 77–91. http://dx.doi.org/10.1017/s0142716400005439.

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ABSTRACTThe unintelligible speech of many developmentally delayed children poses problems for language intervention and language assessment efforts. Eighteen developmentally delayed children in Brown's (1973) stage I and their parents participated in two studies of the relationship between verbal routines and the intelligibility of developmentally delayed children's speech. The first study demonstrated that more intelligible child speech was found in routines than in nonroutines. To determine if routine utterances were articulated more accurately than nonroutine utterances, the second study extracted a representative sample of routine and nonroutine utterances from their visual and discourse contexts and asked two naive observers to transcribe them. To investigate the possible effect of contextual information, the naive observers transcribed the extracted utterances under context-information-present and context-information- absent conditions. The results indicated that extracted utterances were more intelligible under context-information-present conditions. The results were interpreted as indicating that child speech was more intelligible in routines than nonroutines because routines provide adults with more context information for interpreting ambiguous child utterances.

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Sholihah, Rizki Amalia. "Attitude, Aptitude, Routines, Pattern, Dan Simple Codes Dalam Pemerolehan Bahasa." Al-Adabiya: Jurnal Kebudayaan dan Keagamaan 12, no. 2 (October 16, 2018): 171–84. http://dx.doi.org/10.37680/adabiya.v12i2.13.

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In the study of language, which required a learner not just aptitude (language intelligence) but the main thing is more attitude are accompanied by a strong motivation and purpose that would make a learner managed to learn the language. The routine of the first language often provide positive influence against the routine that is studied in a second language. However this happens if there are routines from both the language experienced a resemblance. For the first pattern language, often give bad influence, due to the difference in the pattern of the first language with the pattern of a second language. In addition, in communicating, sometimes language learners experience difficulties when will convey something he has yet to figure out the language in the second language. Then use simple codes will help learners understand what is to be delivered.

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Pocinho, Margarida, Agnieszka Olczak, and Marzanna Franicka. "Bilingual language acquisition in preschool age: The emotional context of kindergarten daily routines." Problemy Wczesnej Edukacji 40, no. 1 (May 25, 2018): 30–39. http://dx.doi.org/10.26881/pwe.2018.40.03.

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This study aims to enhance bilingual language acquisition in very young children in a Portuguese kindergarten. The promotion of children’s language and cognition is done through access to another language – English – in their daily context by incorporating the language into the children’s routines and school daily activities. We collected data from an immersion teacher training program towards bilingualism use, the development of their assistants’ English language fluency, the parents’ awareness and beliefs about English and children’s language development. The sample includes 140 children, aged 5 months to 6 years, teachers and teaching assistants. Teachers have changed their language beliefs concerning English and the program has influenced their practice. The results showed that children develop communicative skills in both languages when surrounded by a bilingual friendly and emotional environment. They use both languages in their everyday life and have created a positive and emotional relationship with the English.

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Ridell, Seija. "Resistance through Routines." European Journal of Communication 11, no. 4 (December 1996): 557–82. http://dx.doi.org/10.1177/0267323196011004006.

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Rice, Ronald E. "Unusual Routines: Organizational (Non)Sensemaking." Journal of Communication 58, no. 1 (March 2008): 1–19. http://dx.doi.org/10.1111/j.1460-2466.2007.00371.x.

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Bardovi-Harlig, Kathleen. "Formulas, Routines, and Conventional Expressions in Pragmatics Research." Annual Review of Applied Linguistics 32 (March 2012): 206–27. http://dx.doi.org/10.1017/s0267190512000086.

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This article reviews the recent research on formulaic language in pragmatics from three perspectives: foundational issues, recurrent research questions, and the populations studied. Examination of foundational issues, including definitions and operationalization of the concept of formula in pragmatics, shows the way in which pragmatics understands formulaic language and what it contributes to the study of formulaic language, namely, a strong sense of social contract. Recurrent themes in contemporary investigations include how formulas are used in general and in specific contexts, determining how extensive the use of formulas is, attitudes toward formulas, acquisition of formulas in second language (L2) pragmatics, and formulas in pragmatics pedagogy. The third section reviews pragmatic research according to language community, defined for the purposes of this review as first language (L1; native-speaker communities), L2, cross-cultural comparisons, indigenized varieties, and lingua franca communities. The investigation of formula use by different communities addresses questions of the particular and the universal in formula use and the importance of community and community membership.

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Alvarado-Ortega, M. Belén. "Phraseological features in conversational routines." Spanish Phraseology 38, no. 2 (December 7, 2015): 313–30. http://dx.doi.org/10.1075/li.38.2.07alv.

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This paper deals with the analysis of routine formulas according to their degree of independence in discourse, with the aim of establishing a gradual line which restructures Sphere III (Corpas 1996, Alvarado 2015) — where phraseological utterances belong. The system developed by Briz and the Val.Es.Co. Group (2003, 2014) will help us segment conversation and check that phraseological utterances show various degrees of independence, both in Peninsular Spanish and in Latin American Spanish, which will make it possible to restructure Sphere III. The methodology utilized corresponds to the phraseological and pragmatic approach, and the examples were extracted from the Corpus de Conversaciones Coloquiales of Briz and the Val.Es.Co. Group (2002), and from the Corpus Preseea (2014).

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McWilliam, R. A. "The Routines-Based Model for supporting speech and language." Revista de Logopedia, Foniatría y Audiología 36, no. 4 (October 2016): 178–84. http://dx.doi.org/10.1016/j.rlfa.2016.07.005.

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Jinsook Kim. "Verbal Routines in a Blind Korean Child’s Language Acquisition." Korean Journal of Linguistics 38, no. 3 (September 2013): 585–603. http://dx.doi.org/10.18855/lisoko.2013.38.3.004.

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FONG, JOSEPH, and SAN KUEN CHEUNG. "TRANSLATING OODB METHOD TO RDB ROUTINE." International Journal of Software Engineering and Knowledge Engineering 11, no. 03 (June 2001): 329–55. http://dx.doi.org/10.1142/s0218194001000554.

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A methodology is introduced for translating from methods in an object-oriented database to routines in a relational database. The approach consists of three steps. The first step is to translate method signature to Persistent Stored Modules signature. The second step is to translate method source language to (function/procedure) routine. The process includes Host Language, OSQL's Qualification, Query Translation, Update Transaction Translation, and Objects inside Object. The third step is to translate method invocation to routine invocation. According to this approach, object-oriented database methods can be translated to relational database routines that can be executed in the relational database environment assisted by a frame model and case statements listing all possible cases of binding conditions and actions. The significance of the finding is adding an open object-oriented interface on top of relational database system for database interoperability and in the development of an object-relational database management system.

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Tutin, Agnès. "Surprise routines in scientific writing." Expressing and Describing Surprise 13, no. 2 (December 30, 2015): 415–35. http://dx.doi.org/10.1075/rcl.13.2.06tut.

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Emotions are almost absent from scientific articles except surprise, which plays a specific role in this genre. Surprise markers such as contrairement à nos attentes (‘contrary to our expectations’) or ce résultat relativement surprenant (‘this somewhat surprising result’) are used in the framework of a scientific prediction model, implicit or explicitly formulated. A corpus linguistic study of adjectival and verbal markers allows us to determine several trends: (a) contrary to other genres such as novels or newspaper articles, surprise is not polar, that is to say it is neither positive nor negative, but stylistically “neutral”, (b) surprise is far more source-oriented than experiencer-oriented, (c) surprise generally involves the reader as a witness, and contributes, with other rhetorical markers, to “interlocutive” dialogism, (d) surprise often occurs in a prefabricated discursive scenario including several steps: (i) prediction model, (ii) observed facts, (iii) expression of surprise (or absence of surprise), (iv) explanation of surprising facts. Finally, we can question the status of surprise as an affect in scientific writing. It seems to be more a state of consciousness associated with the observation of complex facts. In any case, it appears to be a complex state, with rich conceptual content.

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Hashim, Haida Umiera, and Melor Md Yunus. "English as a Second Language (ESL) Learning: Setting the Right Environment for Second Language Acquisition." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 3, no. 2 (December 30, 2018): 207. http://dx.doi.org/10.24042/tadris.v3i2.2941.

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Early exposure to English is very important as it is crucial for learners to acquire English language at early age as English is a global language that is used not only in the level of primary and secondary school but also in tertiary level of education. Schools can be one of the important roles in influencing second language acquisition, particularly English language. However, most schools did not consider acquiring English from the perspective of learners’ fluency and rarely consider movements or approaches that they can take to improve ESL learning among students. This study intended to investigate the influence of school settings and routines on ESL learning among secondary students. A qualitative method is used in this study as data were collected through the method of observation and interview. The observation period throughout the process of collecting data has been conducted based on a field note specifically prepared for this study. The participants involved in this study were all-girl school students located in Selangor. The gathered data were then interpreted in the findings analysis. Based on this study, it was proven that there are co-relations between the school settings and routines on ESL learning among secondary students. It was found that school settings and routines do influence ESL learning among secondary students. Discussion and recommendations are further explained in this study. Thus, it is hoped for future researchers to conduct further research on related factors that might help to contribute in ESL learning among ESL learners.

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Li, Chenxi (Cecilia), and Tim Lewis. "Negotiation for Meaning Routines in Audio SCMC Interactions." International Journal of Computer-Assisted Language Learning and Teaching 8, no. 3 (July 2018): 50–72. http://dx.doi.org/10.4018/ijcallt.2018070103.

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Negotiation for meaning, in response to instances of non-understanding, plays an important role in SLA. Meaning negotiation routines in face-to-face classroom interactions have been identified by Varonis and Gass. Smith expands the model to adapt it to text chat CMC environments. In the past decade, synchronous audio CMC has become commonly used for online language teaching, but its affordances are different from text chat CMC. Therefore, it is necessary to examine what meaning negotiation routines are in language learners' oral interactions in this new online learning environment. In this study, participants were invited to complete two information gap tasks in which target lexical items were embedded to elicit learners' negotiation for meaning and then they participated in a stimulated recall interview. Based on the analysis of students' oral interactions in synchronous audio CMC, the authors propose two new possible stages in negotiation for meaning routines and demonstrate how different modes of communication can affect language learning online.

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Lindenfeld, Jacqueline. "The Cross-Cultural Translation of Linguistic Routines." Babel. Revue internationale de la traduction / International Journal of Translation 39, no. 3 (January 1, 1993): 151–57. http://dx.doi.org/10.1075/babel.39.3.03lin.

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La traduction des formules de politesse ou autres expressions toutes faites n'est pas sans poser problème, malgré leur apparente simplicité linguistique, car au delà du sens littéral il faut en saisir la portée socio-culturelle pour bien les comprendre. Il s'agit donc d'une tâche qui exige à la fois la connaissance des langues en question et un certain degré de familiarité avec le milieu socio-culturel dans chacun des deux cas. Les exemples qui illustrent ces propos théoriques sont issus d'un corpus de données recueillies dans le cadre d'une étude comparative des appels de vendeurs sur les places marchandes en France et aux Etats-Unis. La conclusion de l'article porte sur le problème de la liberté vis-à-vis du texte: jusqu'où les traducteurs doivent-ils aller dans la voie de la sensibilité aux différences culturelles?

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Kassell, Lauren. "Going Nowhere: Routines in a Pandemic." PMLA/Publications of the Modern Language Association of America 136, no. 2 (March 2021): 310–16. http://dx.doi.org/10.1632/s0030812921000122.

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Siskin, H. Jay, and Emily Spinelli. "Achieving Communicative Competence Through Gambits and Routines." Foreign Language Annals 20, no. 5 (October 1987): 393–401. http://dx.doi.org/10.1111/j.1944-9720.1987.tb03254.x.

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Strange, Winifred. "Second‐language speech perception: The modification of automatic selective perceptual routines." Journal of the Acoustical Society of America 120, no. 5 (November 2006): 3137. http://dx.doi.org/10.1121/1.4787743.

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Liddicoat, Anthony. "Discourse routines in answering machine communication in Australia." Discourse Processes 17, no. 2 (March 1994): 283–309. http://dx.doi.org/10.1080/01638539409544870.

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Burdelski, Matthew, and Haruko Minegishi Cook. "Formulaic Language in Language Socialization." Annual Review of Applied Linguistics 32 (March 2012): 173–88. http://dx.doi.org/10.1017/s0267190512000049.

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This article reviews recent research on the roles of formulaic language in language socialization theory and research from the point of view that formulaic language is a chunk of language (e.g., one word, string of several words) repeatedly used in verbal routines and other contexts. Although the notion of formulaic language is not always explicitly discussed in the literature of language socialization, previous research suggests that formulaic language is indeed an important notion within the theory of language socialization, for it often plays a crucial role in socializing novices to social dimensions such as politeness, hierarchy, and social identities including social roles and statuses, and relationships. This article first provides a brief introduction of language socialization theory, its research methods, and recent developments. It then reviews recent language socialization research on formulaic language in first and second language (L1, L2) and heritage language environments, including how novices are socialized to use formulaic language, how they are socialized through its use, and how they actually use it in normative and novel ways in participating in social interaction with experts and/or peers. Finally, the major findings of recent studies are summarized, and the article concludes by suggesting several directions for further research on formulaic language in language socialization.

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Papadimitriou, Stergios, Seferina Mavroudi, Kostas Theofilatos, and Spiridon Likothanasis. "The Software Architecture for Performing Scientific Computation with the JLAPACK Libraries in ScalaLab." Scientific Programming 20, no. 4 (2012): 379–91. http://dx.doi.org/10.1155/2012/247502.

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Although LAPACK is a powerful library its utilization is difficult. JLAPACK, a Java translation obtained automatically from the Fortran LAPACK sources, retains exactly the same difficult to use interface of LAPACK routines. The MTJ library implements an object oriented Java interface to JLAPACK that hides many complicated details. ScalaLab exploits the flexibility of the Scala language to present an even more friendly and convenient interface to the powerful but complicated JLAPACK library. The article describes the interfacing of the low-level JLAPACK routines within the ScalaLab environment. This is performed rather easily by exploiting well suited features of the Scala language. Also, the paper demonstrates the convenience of using JLAPACK routines for linear algebra operations from within ScalaLab.

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Shaw, Alyson. "Read, speak, sing: Promoting early literacy in the health care setting." Paediatrics & Child Health 26, no. 3 (April 27, 2021): 182–88. http://dx.doi.org/10.1093/pch/pxab005.

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Abstract This statement will help health care providers assess and advise on early literacy with families in almost any practice setting. It defines emergent literacy skills, including early language learning and storytelling, and explores the benefits of reading, speaking, and singing with infants and toddlers for both children and caregivers. Book sharing at bedtime and other language-related routines positively affect family, relational, and social-emotional health. Early exposure to any language, when spoken at home, can benefit literacy learning in other languages children may encounter. Specific recommendations for clinicians counselling families on early literacy are included.

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Kontos, Petros, and Maria Sidiropoulou. "Political Routines in Press Translation." Meta 57, no. 4 (December 17, 2013): 1013–28. http://dx.doi.org/10.7202/1021230ar.

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The paper aims at showing that the journalist-translators’ decision-making with respect to what is to be included or left out of a target text, in the limited space provided by target newspapers, is governed by background knowledge considerations which reveal awareness of current political routines – in addition to generic constraints, narrative priorities, language-specific preference, etc. This is a pragmatic level of meaning which contributes to realizing the intention of the text producer. The paper examines two source text/target text pairs of articles on Tony Blair’s premiership, from The Guardian and The New York Times (2007), translated into Greek for Η Καθημερινή (I Kathimerini) broadsheet newspaper. It presents an overview of linguistic/cultural shifts which ensure acceptability in the target text, and shows that information selection/reduction adheres – inter alia – to political theoretical background knowledge: in this case, it assumes perception of the notion of political representation, which may vary across cultures, and awareness of the features of presidentialism according to Heywood, which parliamentary executives’ conduct often exhibits. Findings underline the multi-faceted task of journalist-translators and call for a multidisciplinary approach to news translation, which would encompass political theory perspectives, in addition to linguistic and journalistic perspectives to variation.

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O'Grady, William. "Language acquisition without an acquisition device." Language Teaching 45, no. 1 (May 11, 2011): 116–30. http://dx.doi.org/10.1017/s026144481000056x.

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Most explanatory work on first and second language learning assumes the primacy of the acquisition phenomenon itself, and a good deal of work has been devoted to the search for an ‘acquisition device’ that is specific to humans, and perhaps even to language. I will consider the possibility that this strategy is misguided and that language acquisition is a secondary effect of processing amelioration: attempts by the processor to facilitate its own functioning by developing routines of particular sorts.

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EKERDT, DAVID J., and CATHERYN KOSS. "The task of time in retirement." Ageing and Society 36, no. 06 (June 10, 2015): 1295–311. http://dx.doi.org/10.1017/s0144686x15000367.

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ABSTRACTRetirees' encounter with time has long interested social scientists, especially the negotiation of such an open-ended status. Pursuing theoretical suggestions that daily activities anchor a narrative of self-identity, this project examined the coherence of retirees' representations of their time use. Information is drawn from interviews with 30 retirees in the Midwestern United States of America who were invited to discuss their daily lives and activities. The retirees valued time sovereignty and accounted for their time use by describing schedules of activities in some detail. Daily time was not presented as improvised but rather as structured into routines. Recurring behaviours flowed from situations and structures in which people were implicated, such as body care and living with others. Even in replies to a specific question about the preceding day, people slipped into language about what they typically do. Retirees' ready narratives about routines were also accounts of who they are not. Our findings suggest, first, that daily routines are instrumental for retirees in economising thought and behaviour. Second, the assertion of a routine is an assurance that one's life is ordered and proceeds with purpose, thus solving the task of time. Third, routines can be a means to signal conformity with ideals of active ageing.

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Sabourin, Laura, and Laurie A. Stowe. "Second language processing: when are first and second languages processed similarly?" Second Language Research 24, no. 3 (July 2008): 397–430. http://dx.doi.org/10.1177/0267658308090186.

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In this article we investigate the effects of first language (L1) on second language (L2) neural processing for two grammatical constructions (verbal domain dependency and grammatical gender), focusing on the event-related potential P600 effect, which has been found in both L1 and L2 processing. Native Dutch speakers showed a P600 effect for both constructions tested. However, in L2 Dutch (with German or a Romance language as L1) a P600 effect only occurred if L1 and L2 were similar. German speakers show a P600 effect to both constructions. Romance speakers only show a P600 effect within the verbal domain. We interpret these findings as showing that with similar rule-governed processing routines in L1 and L2 (verbal domain processing for both German and Romance speakers), similar neural processing is possible in L1 and L2. However, lexically-driven constructions that are not the same in L1 and L2 (grammatical gender for Romance speakers) do not result in similar neural processing in L1 and L2 as measured by the P600 effect.

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Krebt. Ph.D., Dhea Mizhir. "Investigating Self-Assessment of Teaching Profession of Iraqi EFL Teachers." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 214, no. 2 (November 11, 2018): 117–28. http://dx.doi.org/10.36473/ujhss.v214i2.636.

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Self-assessment is a process of formative assessment during which teachers reflect on and evaluate the quality of their work, decide the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly. The present study is an attempt to find out the SA of Iraqi English language teachers. The sample consists of 100 teachers in Baghdad. An inventory of many domains distributed to the teachers, they are, routines, expectations, language, time, opportunities, physical environment, and interactions. The results show that the EFL teachers practice four domains of SA they are: routines, physical environment, time, and language.

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Harris, Margaret, David Jones, Susan Brookes, and Martyn Barrett. "Linguistic input, routines and early context-bound word uses." First Language 6, no. 18 (October 1986): 228. http://dx.doi.org/10.1177/014272378600601815.

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House, Juliane. "Developing Pragmatic Fluency in English as a Foreign Language: Routines and Metapragmatic Awareness." Studies in Second Language Acquisition 18, no. 2 (June 1996): 225–52. http://dx.doi.org/10.1017/s0272263100014893.

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This study explores whether pragmatic fluency can best be acquired in the classroom by provision of input and opportunity for communicative practice alone, or whether learners profit more when additional explicit instruction in the use of conversational routines is provided. It is hypothesized that such instruction raises learners' awareness of the functions and contextual distributions of routines, enabling them to become more pragmatically fluent.Two versions of a communication course taught to advanced German learners of English for 14 weeks are examined, one version providing explicit metapragmatic information, the other withholding it. Samples of tape-recorded conversations at various stages of the courses are used to assess how students' pragmatic fluency developed and whether and how the development of fluency benefits from metapragmatic awareness.

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Rush, Douglas K. "Apple II assembly language routines for digital data acquisition and contingency control." Behavior Research Methods, Instruments, & Computers 18, no. 1 (January 1986): 32–35. http://dx.doi.org/10.3758/bf03200990.

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Kotek, Joanna, and Józef Maciuszek. "Psychological ways of preparing to start by athletes; pre-performance language routines." Studies in Sport Humanities 21 (December 28, 2017): 19–27. http://dx.doi.org/10.5604/01.3001.0011.7037.

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Introduction Article investigates direct psychological preparation to start by analysing techniques used by athletes to indicate an optimal starting state. Main goal was to diff erentiate pre-performance routines from sport mantras, understood as repetitive use of language, and to answer the question if the mantras have diff erent eff ects on the process of preparation to start. The article is based on own research and literature. Subjects and procedure Research contains survey, covering the issue of mental techniques used by athletes before the start (146 respondents). 15 interviewees were chosen for semi-structured interviews about use of pre-performance mantras. Results and conclusions The outcome was the defi nition of sport mantra and description of variations of its use. Diff erences between this technique and other strategies of mental preparation to start were described. The results of the study address that and the characteristics of the mantas technique. It also provides clues for teaching pre-performance preparation.

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Kotek, Joanna, and Józef Maciuszek. "Psychological ways of preparing to start by athletes; pre-performance language routines." Studies in Sport Humanities 21 (December 28, 2017): 19–27. http://dx.doi.org/10.5604/01.3001.0012.6528.

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INTRODUCTION Article investigates direct psychological preparation to start by analysing techniques used by athletes to indicate an optimal starting state. Main goal was to differentiate pre-performance routines from sport mantras, understood as repetitive use of language, and to answer the question if the mantras have different effects on the process of preparation to start. The article is based on own research and literature. SUBJECTS AND PROCEDURE Research contains survey, covering the issue of mental techniques used by athletes before the start (146 respondents). 15 interviewees were chosen for semi-structured interviews about use of pre-performance mantras. RESULTS AND CONCLUSIONS The outcome was the definition of sport mantra and description of variations of its use. Differences between this technique and other strategies of mental preparation to start were described. The results of the study address that and the characteristics of the mantas technique. It also provides clues for teaching pre-performance preparation.

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Pavesi, Maria. "Formulaicity in and across film dialogue: Clefts as translational routines." Across Languages and Cultures 17, no. 1 (June 2016): 99–121. http://dx.doi.org/10.1556/084.2016.17.1.5.

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Pérez-Pereira, Miguel. "Imitations, repetitions, routines, and the child's analysis of language: insights from the blind." Journal of Child Language 21, no. 2 (June 1994): 317–37. http://dx.doi.org/10.1017/s0305000900009296.

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ABSTRACTA blind child and her sighted twin sister were recorded at home once a month from 2;5 to 3;5. Their imitations, repetitions and routines (IRR speech) were analysed with respect to three dimensions (type, faithfulness to the model, and function). MLU for IRR speech was greater than that for productive utterances, which supports the idea that these productions facilitate language development. The blind girl used routines and modified imitations and repetitions more frequently than her sighted sister, and her use of modified repetitions increased during the study. She also seemed to use IRR speech for a longer period in her development. Both children frequently used these forms as a means of maintaining conversation and to fulfil their intentions. By introducing modifications (varying some element, or expanding the model) both children, especially the blind girl, analysed language and learned to use these utterances in the appropriate circumstances with a clear pragmatic function. Such behaviour is typical of holistic language processing and acquisition.

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Martin, Gillian S. "“Sorry Can You Speak It in English with Me?” Managing Routines in Lingua Franca Doctor–Patient Consultations in a Diabetes Clinic." Multilingua 34, no. 1 (August 28, 2014): 1–32. http://dx.doi.org/10.1515/multi-2013-0053.

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Abstract Research on the routines of doctor–patient consultations has been conducted in language and culture concordant dyads and in dyads where either doctor or patient uses a foreign language; yet there is an absence of scholarly engagement with consultations where both participants are using a foreign language. In seeking to address this gap, this article reports on four doctor–patient consultations involving the use of English as a lingua franca. The data form part of a larger empirical study of communication in an Irish diabetes clinic. Microanalysis, informed by Interactional Sociolinguistics, Pragmatics and Conversation Analysis, reveals a range of interactive challenges rooted in language and cultural assumptions which impact on the management of the consultation routines. The findings emphasize the strength of the doctors’ professional socialization and the challenges this poses for non-native-speaker patients.

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Papadopoulou, Despina. "Reading-time studies of second language ambiguity resolution." Second Language Research 21, no. 2 (April 2005): 98–120. http://dx.doi.org/10.1191/0267658305sr254oa.

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This article provides a review of studies that have examined the ambiguity resolution strategies employed when processing a second language (L2). The way second language learners parse the L2 input has not yet been thoroughly investigated, although recently there has been an increasing interest in this area. The exploration of the mechanisms L2 learners use to parse ambiguous constructions allows us to examine not only aspects of L2 acquisition that still remain obscure, but also the validity of existing theories of parsing. The studies reported in this article look at three different types of ambiguous construction in the L2, and their results are discussed in relation to the L2 performance pattern. Most of the findings show that even advanced L2 learners are slower readers than native speakers and apply processing routines that depart from those best suited for processing the target language input. In addition, although L2 learners show sensitivity to lexical cues such as verb argument structure when processing the L2 input, they are less likely to rapidly employ structural information on line. The issues of the transfer of processing mechanisms from the first language (L1) to the second as well as the impact of L2 exposure on the adoption of the L2 processing routines are still unresolved and need to be further investigated.

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Shaw, Philip. "The intercultural validity of customer-complaint handling routines." Document Design 2, no. 2 (August 17, 2001): 180–93. http://dx.doi.org/10.1075/dd.2.2.08sha.

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Handbooks and consultants offer guidelines for customer-complaint reception which seem quite uniform across cultures. But one would expect different behavior patterns in different cultures. This paper describes a pilot investigation of this paradox. Four complaint-handling dialogues exhibiting different levels and types of politeness were written and shown to business students of various European nationalities, predominantly Danish and Spanish. The results showed that the Danes were much less tolerant of polite phrases and promotional language than the Spaniards, but that there was a ’concise, brief, sincere’ style acceptable to all cultural-national groups.

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Hesk, Jon. "Combative capping in Aristophanic comedy." Cambridge Classical Journal 53 (2007): 124–60. http://dx.doi.org/10.1017/s1750270500000087.

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Beckett's verbal duel is reminiscent of Aristophanic routines between two characters in which the name of the game seems to be to cap the boast, threat or insult hurled by the opposing character. Several recent studies have pointed to the importance of capping to the character and meaning of Aristophanic comedy. Ian Ruffell shows that verbal routines in which a joke is elaborated and capped by another are integral to Aristophanes' comic mode. He has also argued that Old Comedy is partly constituted through a generic requirement that each play deploy an intertextual rhetoric of innovation in which the playwright parades the way in which he has ingeniously capped the plots, routines and conceits of a rival's previous offering. Derek Collins has demonstrated that some of the social and stylistic dynamics of Aristophanic stichomythic and antilabic capping routines have been misunderstood due to a lack of awareness that such routines are part-and-parcel of a wider, cross-generic tradition of performed verse capping. He also shows that this central mode of poetic competition in archaic, classical, Hellenistic and Roman imperial Greece can be usefully illuminated by ethnographic and anthropological comparisons.

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Peeters, Bert. "‘Salut! Ça va? Vous avez passé un bon weekend?’." Journal of French Language Studies 9, no. 2 (September 1999): 239–57. http://dx.doi.org/10.1017/s0959269500004701.

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AbstractUsing Wierzbicka's natural semantic metalanguage, this paper sets out to show the pragmatic differences between ‘health enquiries’ and ‘weekend routines’ in French and (Australian) English. In French, except in rare cases, ‘health enquiries’ and ‘weekend routines’ must be introduced by means of a greeting of some sort. In (Australian) English, they may take the place of conventional greeting behaviour. Phaticity in the case of the English phrases is considerably higher than in the case of the French phrases, which, in the context of an intercultural encounter, may result in pragmalinguistic and/or sociopragmatic failure.

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Bardovi-Harlig, Kathleen, Sabrina Mossman, and Heidi E. Vellenga. "The effect of instruction on pragmatic routines in academic discussion." Language Teaching Research 19, no. 3 (July 16, 2014): 324–50. http://dx.doi.org/10.1177/1362168814541739.

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Cotăescu, Ion I., and Dumitru N. Vulcanov. "New Routines for Algebraic Programming of the Dirac Equation." International Journal of Modern Physics C 08, no. 02 (April 1997): 273–86. http://dx.doi.org/10.1142/s0129183197000254.

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We present new procedures in the REDUCE language for algebraic programming of the Dirac equation on curved space-time. The main part of the program is a package of routines defining the Pauli and Dirac matrix algebras. Then the Dirac equation is obtained using the facilities of the EXCALC package. Finally we present some results obtained after running our procedures for the Dirac equation on several curved space-times.

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Cary, Melanie, and Richard A. Carlson. "External support and the development of problem-solving routines." Journal of Experimental Psychology: Learning, Memory, and Cognition 25, no. 4 (1999): 1053–70. http://dx.doi.org/10.1037/0278-7393.25.4.1053.

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Sirota, Karen Gainer. "Habits of the hearth: Children's bedtime routines as relational work." Text & Talk - An Interdisciplinary Journal of Language, Discourse Communication Studies 26, no. 4-5 (January 1, 2006): 493–514. http://dx.doi.org/10.1515/text.2006.020.

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Giering, Judith, and Hope Fitzgerald. "The Language Commons: An Innovative Space Supporting Second Language Acquisition." Journal of Teaching and Learning with Technology 8, no. 1 (August 6, 2019): 33–41. http://dx.doi.org/10.14434/jotlt.v8i1.26741.

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In 2015, language faculty and administrators at a large public university met to evaluate the needs of the more than 20 language programs offered on campus. A priority emerged for language learning space better equipped to facilitate authentic interaction and communication. The committee conceived of an alternative language learning space that would be motivating, collaborative, and inviting, and offer a variety of technologies in support of innovative teaching and learning. Now in its second year of operation, the Language Commons facilitates formal and informal learning activities for students and faculty that are aligned with current theory and practice of Second Language Acquisition. Language faculty utilize the space for innovative instructional activities that might otherwise be limited by small, inflexible classroom spaces. This article describes the development of the Language Commons from initial conception through design, and the rich array of activities occurring in the space, featuring examples of faculty uses of Commons spaces and technologies. Preliminary outcomes suggest the Commons is valued for its support of student motivation, lowering of anxiety, opportunities for community engagement, and as a place to disrupt classroom hierarchies and routines.

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Norris, Janet A., and Paul R. Hoffman. "Language Intervention within Naturalistic Environments." Language, Speech, and Hearing Services in Schools 21, no. 2 (April 1990): 72–84. http://dx.doi.org/10.1044/0161-1461.2102.72.

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As language intervention becomes more naturalistic and interactive, it is important that organization and systematicity be maintained within therapy. Speech-language pathologists must be clear in the goals and objectives that are established, and in the methods that are used to facilitate the emergence of these language behaviors. Yet naturalistic therapy depends to a large extent upon the spontaneously occurring events, utterances, and communicative situations that arise in the context of play, daily routines, and instructional activities. This article discusses general principles of intervention that impose organization within naturalistic interactions. The general structure of the intervention process will be presented, including strategies for controlling for activity and response complexity, techniques for facilitating a communicative response, and methods for providing natural consequences. Goals and objectives that can be used to quantify the results of intervention are also discussed.

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Ameka, Felix. "A comparative analysis of linguistic routines in two languages: English and ewe." Journal of Pragmatics 11, no. 3 (June 1987): 299–326. http://dx.doi.org/10.1016/0378-2166(87)90135-4.

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Larkin, Fionnuala, Elizabeth Meins, Luna C. M. Centifanti, Charles Fernyhough, and Susan R. Leekam. "How does restricted and repetitive behavior relate to language and cognition in typical development?" Development and Psychopathology 29, no. 3 (July 15, 2016): 863–74. http://dx.doi.org/10.1017/s0954579416000535.

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AbstractRelations between restricted and repetitive behavior at age 26 months and children's concurrent (N = 203) and later (n = 161) social cognition and language development were investigated. Restricted and repetitive behavior was assessed using two scales: sensory and motor repetitive behaviors and rigidity/routines/restricted interests. Language was assessed at ages 26 and 51 months; social cognition was assessed at ages 26 (symbolic play) and 51 and 61 months (theory of mind). Sensory and motor repetitive behavior was negatively related to children's (a) language performance at 26 and 51 months, (b) instructed symbolic play at 26 months, and (c) theory of mind performance at 51 and 61 months. Path analyses showed that children's sensory and motor repetitive behavior at age 26 months was related to lower receptive verbal ability and theory of mind at 51 months, which led to lower theory of mind at 61 months. Rigidity/routines/restricted interests at 26 months were unrelated to concurrent and later social cognition and language. These results are discussed in terms of the pathways via which sensory and motor repetitive behavior might impact negatively on development.

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Meacham, Sarah S. "The alternation of desu/-masu with plain form speech and the constitution of social class in Japanese high school English lessons." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 24, no. 1 (March 1, 2014): 83–104. http://dx.doi.org/10.1075/prag.24.1.04mea.

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This article explores the alternation of honorific language (desu/-masu) and plain form language within English language lessons in Japanese high schools. It argues that, within such educational contexts, alternation of these different ways of speaking are perspective-shifting routines, to which their indexical meanings are related. I suggest that in a liberal arts high school, the alternation of forms amounts to an analytical practice within which desu/-masu highlights abstract knowledge and plain form frames participants’ involvement in imaginary event situations within which the contingent use of English can be theorized. In contrast, in a technical high school, the alternation of forms amounts to an identity problematizing practice, in which desu/-masu indexes a speaker’s intrapersonal distance from typical “school-like” roles and activities, and plain form indexes an authentic, Japanese insider identity in the face of learning English. These different perspective-taking routines socialize very different relationships between self and school, and, in particular, between self and resources such as second language proficiency, and are thus an arena for the reproduction of social class distinctions.

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Sherzer, Joel. "On puns, comebacks, verbal dueling, and play languages: Speech play in Balinese verbal life." Language in Society 22, no. 2 (June 1993): 217–33. http://dx.doi.org/10.1017/s0047404500017115.

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ABSTRACTIn Bali, speech play is a cultural focus. Several of the many forms of Balinese speech play are investigated – puns, comebacks and verbal dueling, and pig-latin type play languages. These are examined in the context of everyday, informal speech and conversation, verbal routines and events such as storytelling and bargaining, and the artistic and ritual performances for which Bali is famous, such as shadow puppet plays and dance dramas. Attention is paid to the role of multilingualism in Balinese speech play, especially the intersection of the various languages and language levels in constant use in Bali. The significance of speech play in Balinese culture and society is explored. (Ethnography of speaking, speech play, humor, Bali, Indonesia)

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Journal articles on the topic 'Language routines'

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