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following (Steen 2008: 222): “A metaphor is used deliberately when it is expressly meant to change the addressee’s perspective on the referent or topic that is the target of the metaphor, by making the [...] Charteris-Black (2011: 247): “[A]nother dimension of metaphor that is revealed by Critical Metaphor Analysis … is the way that metaphor selection is governed by the rhetorical aim of persuasion.” Based on this [...] The author(s) of this article is/are permitted to use this PDF file to generate printed copies to be used by way of offprints, for their personal use only. Permission is granted by the publishers to post
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whose use is determined by two different illocutionary forces. Ready is appro- priate when someone is prepared to start a new activity. Finished is appropriate when the previous activity or job is done (cf [...] (4) is quite common: (4) T: “Where is your teacher?” – P: “Our teacher is Mrs Brook.” What happens here is the pupil’s misinterpretation of the English question word where to mean ‘who’, which is due to [...] German. That her “so” (l.209) is not a German word thrown in during her all-English instruction is indicated by the IPA transcription in brackets. What we can detect instead is the contextually inappropriate
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follow-up move very important in classrooms; where the follow-up move is withheld, the pupils are likely to suspect that something is wrong […]. Es muss also sensibel mit gerade einer solchen Situation [...] also die Sprache nicht nur Medium, sondern gleichzeitig auch Lerninhalt des Unterrichts; Englisch fun- giert zugleich als Objekt- und als Metasprache. Diese Erkenntnis prägt bereits das gesamte Englisch- [...] hochwertiger Arbeiten der letzten Jahre zeigt: es lohnt sich! Frei nach dem Motto: „Can be done – can be fun – may not be for everyone.“ Anhang: Studentische Forschung in den ersten drei bzw. vier Praxissemestern
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second of the IRF exchanges (17-19) is not revea- led in this transcript. (10) T: Now, Pam, come here! (11) And please, sit on the table! (12) Where is she? (13) P: She is on the table. (14) T: Yes, very good [...] (37). This non-verbal mistake is followed by the teacher’s surprised “Nanu?!” (38), which is a most interesting and enigmatic ut- terance. Quite obviously, the exclamation is an instance of code-swit- ching [...] authentic classroom data from the Flensburg English Classroom Cor- pus (FLECC) is that in EFL teaching, this IRF paern is not only frequent, but highly useful for a number of purposes. This will be explored
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"deutscher Herbst" metaphorisch f iguriert, beschreibt einc Phase, die frühestens mit dem 5.9.7? anzusetzen is! dem Datum der Entführung des Arbeitgeberpräsidenten Hanns Mar- t in Schleyer." Deshalb wurde als
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Der Erfolg der AfD bei der Bundestagswahl 2017. Eine regionalorientierte Analyse Gerd Grözinger Discussion Paper Nr. 27, ISSN 1618-0798 Der Autor: Prof. Dr. Gerd Grözinger: Internationales Institut fü
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program at Flensburg Uni- versity. 19: Grözinger, G. (2009): The Impact of Regional Unemployment on Life Expectan- cy in Germany. 18: Gretzinger, S. (2008): Strategisches Ressourcen-Management: Die Perspektive
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And please, sit on the table! (12) Where is she? (13) S: She is on the table. (14) L: Yes, very good! (15) […] (16) L: Please go under the table! (17) Where is he? (18) S: Under the table. (19) […] Die [...] Stefan! (9) S: [Antwort geht im Lärm der Klasse unter.] (10) L: And why is it your favourite sport? (11) S: I like football, because it is – was heißt denn körperbewusst? (12) [L ratlos, M ebenso.] (13) L: [...] to review it. [at is why the teacher probably assumes that the child knows the correct pronunciation of grey and gives him a second chance to recast his answer. [e self-correction is well initiated by
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And please, sit on the table! (12) Where is she? (13) S: She is on the table. (14) L: Yes, very good! (15) […] (16) L: Please go under the table! (17) Where is he? (18) S: Under the table. (19) […] Die [...] review it. That is why the teacher probably assumes that the child knows the cor- rect pronunciation of grey and gives him a second chance to recast his answer. The self-correction is well initiated by [...] es that he is going forward. He also includes the antonym backward and demonstrates this action as well by saying “I’m not going backward”. However, this might cause some confusion as he is actually going
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second of the IRF exchanges (17-19) is not revealed in this transcript. (10) T: Now, Pam, come here! (11) And please, sit on the table! (12) Where is she? (13) P: She is on the table. (14) T: Yes, very good [...] (37). This non-verbal mistake is followed by the teacher's surprised "Nanu?!" (38), which is a most interesting and enigmatic utterance. Quite obviously, the exclamation is an instance of code-switching [...] while (cf. Schmitt 2002), the area of academic teacher training is still waiting for some of those new influences to catch on. This paper is a contribution to a communicative and usage-based approach to