fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/dapsac.103.02jak-1.pdf
preferred model for the analysis of non-standard metaphors in political rhetoric as deliberate or purposeful. This will be followed by more detailed analyses of competing metaphorical models conceptualising [...] different conceptual model of political elections. Moreover, the under- lying metaphors carry different implications, which in some cases even contradict those of competing models. However, it will be [...] exemplification of the metaphorical model elections as war, which represents a special case of the well-known conceptual metaphor politics as war. In the context of that model, political opponents figure as
fileadmin/content/institute/anglistik/dokumente/downloads/jakel-costellazioni-vii-lg-1-veroeffentlichungen.pdf
. The exercise here continues with ano- ther boy being called up front by the teacher’s directive (20), and yet another IRF elicit exchange initiated by the teacher’s display question (21). This time, [...] the teacher, who corrects the incomplete prepositional phrase by modelling the correct form (23). (20) T: Please stand in front of the board! (21) Where is he? (22) P: Front of the board. (23) T: In front [...] all of which are initiated by the teacher’s display questions or their ellip- tical versions (11, 14, 20, 25, 30, 35). The pupils’ responses, though, are not followed by an immediate feedback move, but the
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jaekel-2016-fehler-modelle-und-andere-faelle.pdf
[…] (17) S: Handball […]. And horseriding. (18) L: And your least favourite sport? (19) S: Chess. (20) L: What about Susanne? (21) [Einzelne S lesen jetzt vor, was sie aufgeschrieben haben.] (22) S: Was [...] elliptische Frage (18) repetiert exakt das Schema von (13), und sein ebenso schematisches «What about S?» (20) ist nicht gerade ein zielsprachig angemessenes Redemittel zum Schüleraufruf. Kommentiert werden soll [...] fortgesetzt, indem ein weiterer Schüler durch die Direktive der Lehrerin nach vorne beordert wird (20), gefolgt durch einen weiteren IRF-Elizi- tierungs-Austausch, welchen die Lehrerin durch ihre ‹unechte›
fileadmin/content/institute/anglistik/dokumente/projekte/flecc-online-version.pdf
Paulina. 255 S20: Half past seven. 256 L: Yes, that was right! And Leander! FLECC – Flensburg English Classroom Corpus 134 257 [S20 steht auf und zeigt seine Karte in die Runde.] 258 S20: Mert? 259 S21: [...] English Classroom Corpus 142 22. 6. Klasse Grund- und Hauptschule (Doppelstunde, Teil 1) 1 8:20 2 [Alle 20 S stehen.] 3 L: Good morning class! 4 Alle S: Good morning, Mrs L.! 5 L: Today I brought a map [...] teacher as linguistic role model in Primary School English, as mirrored in authentic discourse data from the FLECC (Schmid-Schönbein 2001: 46-49 and 80-83; Klippel 2005: 20-26) • Any of the above-mentioned
fileadmin/content/institute/anglistik/dokumente/projekte/dohcce-online.pdf
morning. 5295 L. Now, Manuela, switch it on. [Tonband, Diaprojektor] 5296 […] Now, this Unit 20 today, this Unit 20. 5297 TB. ……. rt one. What will Richard do? 5298 [Richard:] No football today. I can’t know [...] more, the /fə:rst/ picture please. Yes, that’s 5319 the right one, thank you. Unit 20, what’s the title of 5320 Unit 20? 5321 S. What will Richard do? 5322 L. What will Richard do? 162 DOHCCE – The Dortmund [...] beim 5755 Rückspulen des Bandes auf der Suche nach dem Beginn 5756 der Aufzeichnung von Unit 20.] 5757 TB Unit 20 Part I. What will Richard do? 5758 TB. No football to-day. I don’t know what to do.[1] 5759