Strategies of Reasoning in Spontaneous Discourse

Willbrand, Mary Louise; Rieke, Richard D.

doi:10.1080/23808985.1991.11678799

Cited by 5 publications

(10 citation statements)

References 6 publications

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“…Advocating a similar point, Perelman (1979) noted that, "Our choices and decisions have non-rational criteria, and disagreements in these matters are not explained by the fact that one action is unreasonable; but that both actions are motivated by different subjective and irrational factors" (p. 112). Perhaps Willbrand and Reike (1991) offered the mosi: succinct opinion on the issue: "It is our position that the communicative act of people giving reasons should be examined without the preconceptions that come from our indoctrination in logic" (p. 415).…”

Section: Assumption 2: Conversational Argument Involves Degrees Of MImentioning

confidence: 98%

“…1 Scholars have revealed different properties of conversational argument, such as generic characteristics (O'Keefe & Benoit, 1982;Trapp, 1983), informal logic and reasoning (Blair, 1987;Walton, 1992), pragmatic connectedness (Jackson & Jacobs, 1980;Jacobs & Jackson, 1983a, 1983b, speech acts (van Eemeren & Grootendorst, 1984), reasoning strategies (Willbrand & Reike, 1991), and serial processes (Trapp & Hoff, 1985), among other views. The result has been a significant amount of information describing the nature of conversational argument.…”

mentioning

confidence: 98%

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Toward a theory of minimally rational argument: Analyses of episode‐specific effects of argument structures

Canary

Brossmann

et al. 1995

Communication Monographs

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Section: Assumption 2: Conversational Argument Involves Degrees Of MImentioning

confidence: 98%

mentioning

confidence: 98%

Toward a theory of minimally rational argument: Analyses of episode‐specific effects of argument structures

Canary

Brossmann

et al. 1995

Communication Monographs

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“…Lee and Rubin (1979) use the term "oral communication" to include both verbal and nonverbal communication. Willbrand and Rieke (1983) use "oral communication" for a spoken language used by elementary students to mean "the process of interaction through heard and spoken messages in a variety of situations" (p. 11). They remark further that speaking and listening may vary in different contexts involving both verbal and nonverbal cues.…”

Section: Constructmentioning

confidence: 99%

“…It also comes from experience and world knowledge, so the interlocutors may never share exactly the same meanings. Willbrand and Rieke (1983) remark that effective oral communication behaviors involve the following processes:…”

Section: Operationalizing Conceptsmentioning

confidence: 99%

“…It can be inferred that listening and speaking skills are to develop at the same time and should not be separated. Many different scholars (Corson, 1988;Lee & Rubin, 1979;Monsalve & Correal, 2006;Raban, 2001;Seach, 2007;Willbrand & Rieke, 1983) report some examples of oral language's operational skills/behaviors as shown in table 4. The operational skills/behaviors above can be categorized following Halliday's seven functions of language explained in details in a later section.…”

Section: Operationalizing Conceptsmentioning

confidence: 99%

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The development of play-based language learning activities to enhance oral language skills of young EFL learners

Cheep-Aranai

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Play is considered a mediation of young learners’ developmental areas, language development in particular. This research aimed at investigating the development of the instructional design of Play-based Language Learning (PLL). The participants were 12 third-graders who were studying at a demonstration school in Nakornpathom province. The quantitative data were collected from pre- and post-tests given before and after the implementation, respectively. Also, three oral language performance checklists were completed during the implementation. The qualitative data were obtained by video recordings to acquire data on the participants’ language use, conversation, and behaviors. Nearly 200 video files were transcribed and analyzed using content analysis. The semi-structured interviews were also conducted to elicit the participants’ opinions toward PLL activities included in the course. The key findings showed that post-test scores for oral language performance increased with statistical significance (p < 0.05). The parallel findings from oral language performance checklists confirmed that the participants improved more highly on the interpretive mode of communication than the interpersonal and presentational modes. The findings from oral records shed more light on in-depth information on language use of the participants. Thus, affective outcomes as well as the learning outcomes in terms of L2 learner strategies were revealed. In addition, the interviews’ results reflected opinions of young participants toward play-based language learning. Thus, it could be concluded that the PLL activities were effectively implemented to enhance oral language skills as well as social-affective skills of young EFL learners.

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Politeness Judgments in Personal Relationships

Dillard

Wilson

Tusing³

et al. 1997

Journal of Language and Social Psychology

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Brown and Levinson's politeness theory specifies five strategies for achieving politeness. Although the strategies are presented as ordered and mutually exclusive, there is reason to believe that they are neither The authors offer an alternative means of classifying requests that is grounded in the phenomenology of the social actor and depends on three message features: explicitness, dominance, and argument. Separate samples of judges viewed video clips of one college student attempting to influence another and provided judgments ofpoliteness (n = 100), explicitness and overall dominance (n = 435), linguistic dominance (n = 80), or argument (n = 60). A regression analysis predicting politeness was conducted using message as the unit of analysis. The results showed a strong, negative relationship between politeness and dominance and weaker, positive associations with explicitness and argument.

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Strategies of Reasoning in Spontaneous Discourse

Cited by 5 publications

References 6 publications

Toward a theory of minimally rational argument: Analyses of episode‐specific effects of argument structures

Toward a theory of minimally rational argument: Analyses of episode‐specific effects of argument structures

The development of play-based language learning activities to enhance oral language skills of young EFL learners

Politeness Judgments in Personal Relationships

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