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  • 1.
    Tickoo, Asha Kiran
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    How to Create a Crisis: Empowering the ESL writer with lessons from narrative art2001Inngår i: International Journal of Applied Linguistics, ISSN 0802-6106, E-ISSN 1473-4192, Vol. 11, nr 1, s. 21-37Artikkel i tidsskrift (Fagfellevurdert)
    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
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    On the framing of one kind of indefinite referring expression: Learning challenges and pedagogical implications2002Inngår i: International Journal of Applied Linguistics, ISSN 0802-6106, E-ISSN 1473-4192, Vol. 12, nr 2, s. 176-194Artikkel i tidsskrift (Fagfellevurdert)
    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
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    The selective marking of past tense: Insights from Indian learners of ESL2005Inngår i: International Journal of Applied Linguistics, ISSN 0802-6106, E-ISSN 1473-4192, Vol. 15, nr 3, s. 364-378Artikkel i tidsskrift (Fagfellevurdert)
    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.

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