du.sePublications
Change search
Refine search result
1 - 3 of 3
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Tickoo, Asha Kiran
    Dalarna University, School of Languages and Media Studies, English.
    How to Create a Crisis: Empowering the ESL writer with lessons from narrative art2001In: International Journal of Applied Linguistics, ISSN 0802-6106, E-ISSN 1473-4192, Vol. 11, no 1, p. 21-37Article in journal (Refereed)
    Abstract [en]

    This paper identifies a set of writing conventions whose primary function is to monitor the development of a crucial component of narrative, the crisis of the story, but which are also customarily used by skilled writers to enhance the attention-getting power of their expository writing. The paper shows that ESL learners who have not learned to use these conventions in narrative also do not use them in essays. It is argued that there is a pedagogical advantage to learning the crisis conventions first in their narrative manifestation (where their function is transparent) and then applying them to the task of heightening the newsworthiness of the writer’s expository point.

  • 2.
    Tickoo, Asha Kiran
    Dalarna University, School of Languages and Media Studies, English.
    On the framing of one kind of indefinite referring expression: Learning challenges and pedagogical implications2002In: International Journal of Applied Linguistics, ISSN 0802-6106, E-ISSN 1473-4192, Vol. 12, no 2, p. 176-194Article in journal (Refereed)
    Abstract [en]

    The paper shows that two key principles of communication (the Shared Knowledge Principle and the Economy Principle), which monitor the framing of all well–formed referring expressions, are manifest in a specialized mode in the framing of focal specific indefinite referring expressions. It is suggested that the special features associated with this type of reference pose a challenge for a group of advanced learners whose L1 is Cantonese. The strategies that these learners adopt in framing this category of indefinite referring expressions are examined and compared to those customarily used by educated native speakers. Pedagogical implications are explored.

  • 3.
    Tickoo, Asha Kiran
    Dalarna University, School of Languages and Media Studies, English.
    The selective marking of past tense: Insights from Indian learners of ESL2005In: International Journal of Applied Linguistics, ISSN 0802-6106, E-ISSN 1473-4192, Vol. 15, no 3, p. 364-378Article in journal (Refereed)
    Abstract [en]

    This study examines the selective marking of past tense in the narrative prose of low intermediate-level Indian learners of English as a second language who use Hindi or Urdu as their first language, in order to seek effective classroom strategies to address this learning challenge. It tests the applicability of the existing explanations of selective marking on the past tense use of this group of learners and, finding these explanations inadequate, identifies a more viable explanation, with its source in the learners’ L1. This knowledge is used to formulate an effective instructional approach for the learners’ proper mastery of the English past tense. In finding explanations for performance data in processes quite extraneous to the basic developmental process that monitors SLA, the study is able to contribute to the formulation of a more comprehensive and holistic understanding of SLA.

1 - 3 of 3
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf