LEADER 00647nam 2200217zu 450 001 9910978359703321 005 20250222215924.0 035 $a(CKB)37656694300041 035 $a(EXLCZ)9937656694300041 100 $a20250222|2024uuuu || | 101 0 $aeng 135 $aur||||||||||| 200 10$aFractional Order Systems and Their Applications 210 $cMDPI - Multidisciplinary Digital Publishing Institute$d2024 311 08$a9783725826797 311 08$a372582679X 700 $aLopes$b António$0383037 906 $aBOOK 912 $a9910978359703321 996 $aFractional Order Systems and Their Applications$94321910 997 $aUNINA LEADER 05771nam 2200805Ia 450 001 9910962109703321 005 20240313014217.0 010 $a9786613906809 010 $a9781283594356 010 $a1283594358 010 $a9789027273581 010 $a9027273588 024 7 $a10.1075/ds.15 035 $a(CKB)2670000000240307 035 $a(EBL)1000272 035 $a(OCoLC)809910921 035 $a(SSID)ssj0000706002 035 $a(PQKBManifestationID)12329187 035 $a(PQKBTitleCode)TC0000706002 035 $a(PQKBWorkID)10626195 035 $a(PQKB)11092603 035 $a(MiAaPQ)EBC1000272 035 $a(Au-PeEL)EBL1000272 035 $a(CaPaEBR)ebr10593793 035 $a(CaONFJC)MIL390680 035 $a(DE-B1597)721471 035 $a(DE-B1597)9789027273581 035 $a(EXLCZ)992670000000240307 100 $a20120502d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aSpaces of polyphony /$fedited by Clara-Ubaldina Lorda, Patrick Zabalbeascoa 205 $a1st ed. 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Pub. Co.$d2012 215 $a1 online resource (307 p.) 225 0 $aDialogue studies ;$vv. 15 300 $aDescription based upon print version of record. 311 08$a9789027210326 311 08$a9027210322 320 $aIncludes bibliographical references and index. 327 $aSpaces of Polyphony; Editorial page; Title page; LCC data; Table of contents; Introduction; Part 1. Strategies in daily conversations; Chapter 1. Strategy and creativity in dialogue; 1. Strategy and creativity from a dialogical perspective; 2. Interactions as activities and the predictability of responses within them; 3. Intentionality; 4. Reprise; Appendix: Transcription symbols (from Fitch and Sanders, 2005); Chapter 2. Conversational irony: Evaluating complaints; 1. Introduction; 2. Data and methodology; 3. The complaint sequence; 3.1 The preface sequence: initiation of complaint/criticism 327 $a3.2 The telling sequence: Description of transgression3.3 The response sequence: Ironic evaluation; 4. Conclusion; Appendix I: Original examples; Appendix II: Transcription system; Chapter 3. Speaking through other voices; 1. Introduction; 2. The data; 2.1 The corpus; 2.2 Nature of the interactive setting; 2.3 The kind of humour evidenced in the data; 2.4 Questions of methodology; 3. Theoretical framework; 3.1 The double voicing theory; 4. Data analysis; 5. Conclusion; Appendix I: Data in French; Appendix II: Conventions of transcription 327 $aPart 2.Plural identities and viewpoints in acquisition and language learningChapter 4. The self as other: Self words and pronominal reversals in language acquisition; 1. Introduction; 2. Children's self words; 3. Pronominal reversal; 3. The third person; 4. The second person; 5. Conclusion; Chapter 5. The function of formulations in polyphonic dialogues; 1. The concept of formulation; 2. Research data; 3. Analysis: Use of formulation in dialogue; 4. Structured sequences of actions including formulations; 5. Cultural presuppositions of formulations; 6. Consequences for polyphonic dialogue 327 $a7. ConclusionsTranscription conventions; Chapter 6. Observing the paradox: Interrogative-negative questions as cues for a monophonic promotion of polyphony in educational practices; 1. A new representation of education; 2. The relevance of intertextuality in educational discourse; 3. Method and data; 4. Observing the paradox, a monophonic approach to the promotion of polyphony; 4.1 Resisting the course of action: Non conforming-answers; 4.2 Playing with intertextuality. The failure of a rhetorical device; 5. Conclusions. On the limits of educating towards autonomy 327 $aAnnex 1: Italian originals of examples 1 & 2Annex 2: Transcription conventions; Chapter 7. Co-construction of identity in the Spanish heritage language classroom; 1. Introduction; 2. Background; 2.1 U.S. Spanish heritage speakers and linguistic identity; 2.2 Identity, discourse and context; 3. Research questions; 4. Ideologies of linguistic legitimacy and authenticity; 5. Co-construction of identities in the classroom; 5.1 The teacher-fronted context; 5.2 The small-group context; 4. Conclusion and implications; Appendix; Transcription conventions 327 $aPart 3. The play of voices in mass media and politics 330 $aSpaces of Polyphony covers a lot of ground. It echoes the voices of researchers and their informants from many different places and backgrounds. Among the variety of languages under study and methodological approaches there is also a common ground and narrative thread underpinning the polyphonic chorus of the contributors. From a shared starting point of discourse analysis and inspiration from Bakhtin, the various authors span from East to West, from Moscow to Texas, from Romania and Czech Republic to Mexico. They look into all ages, starting from early childhood, and many walks of life 410 0$aDialogue Studies 606 $aDialogue analysis 606 $aDialogism (Literary analysis) 606 $aDiglossia (Linguistics) 606 $aIntercultural communication 615 0$aDialogue analysis. 615 0$aDialogism (Literary analysis) 615 0$aDiglossia (Linguistics) 615 0$aIntercultural communication. 676 $a306.44 686 $aET 785$qBVB$2rvk 701 $aLorda Mur$b Clara Ubaldina$f1947-$0554558 701 $aZabalbeascoa Terran$b Patrick$01699152 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910962109703321 996 $aSpaces of polyphony$94346458 997 $aUNINA