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dc.contributor.authorPepin, Nicolas
dc.date.accessioned2010-04-13T16:08:35Z
dc.date.available2010-04-13T16:08:35Z
dc.date.issued2009
dc.identifier.citationProceedings of the 23rd International Congress of Onomastic Sciencesen
dc.identifier.isbn978-1-55014-521-2
dc.identifier.urihttp://hdl.handle.net/10315/4020
dc.description.abstractIn this article, I present some initial results of a study on the use of first names in school interactions. I assume that first names are not only used to refer to persons, which is well established, but also to accomplish a variety of institutional, acquisitional and interactional actions. In my analysis, I first describe a provisional pattern used by teachers for gaining students’ attention during school activities. Then, I argue that first names are context-sensitive and I show how they participate in the organisation of an instruction sequence. My analysis is based on a corpus of English-as-a-Second-Language lessons (ESL) in the German-speaking part of Switzerland. The data were video-recorded and transcribed.en
dc.language.isoenen
dc.publisherYork Universityen
dc.rightsThe following articles are © 2009 with the individual authors. They are made available free of charge from this page as a service to the community under the terms of the Creative Commons Attribution-Non Commercial-No Derivative Works license version 3.0. For full details go to http://creativecommons.org.licenses/ny-nd.3.0en
dc.subjectSecond Language Classroom and Namesen
dc.subjectFirst Names in Classroomen
dc.titleProper Names in Second Language Classroom Interaction: An Initial Investigation into the Use of First Names in Instruction Sequencesen
dc.title.alternativeSession Paperen
dc.typeArticleen


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