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      <title>APPL912 Week 6 Language in/and context (2) by Annabelle Lukin</title>
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      <pubDate>2017-03-03 01:42:32 UTC</pubDate>
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         <title>6. What does &quot;How are you?&quot; mean? What is the answer, when and why?</title>
         <author>annabelle_lukin</author>
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         <pubDate>2019-04-03 00:29:36 UTC</pubDate>
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         <title>7. What are Jakobson&#39;s language functions? What does he mean by &#39;language function&#39;? Are there relevant to teaching language?</title>
         <author>annabelle_lukin</author>
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         <pubDate>2019-04-03 00:52:29 UTC</pubDate>
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         <title></title>
         <author>annabelle_lukin</author>
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         <pubDate>2019-04-03 00:55:28 UTC</pubDate>
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         <title>9. What are Halliday&#39;s language functions? Are they relevant to teaching language?</title>
         <author>annabelle_lukin</author>
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         <pubDate>2019-04-03 00:56:29 UTC</pubDate>
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         <title>Two different texts - what are their contexts?</title>
         <author>annabelle_lukin</author>
         <link>https://padlet.com/annabelle_lukin/appl912week5Q29_16/wish/347883238</link>
         <description><![CDATA[<div>What is the field? What is the tenor? What can you say about the grammar?</div>]]></description>
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         <pubDate>2019-04-03 01:05:47 UTC</pubDate>
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         <title>8. What are Jakobson&#39;s factors of the speech event? </title>
         <author>annabelle_lukin</author>
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         <pubDate>2019-04-03 01:08:35 UTC</pubDate>
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         <title></title>
         <author>annabelle_lukin</author>
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         <pubDate>2019-04-03 01:58:07 UTC</pubDate>
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         <title>Two different texts. How are they different? How is their grammar different?</title>
         <author>annabelle_lukin</author>
         <link>https://padlet.com/annabelle_lukin/appl912week5Q29_16/wish/347922182</link>
         <description><![CDATA[<div>Examples from Halliday, 1985. Spoken and Written Language</div><div> </div><div>Text 1</div><div> </div><div>So we rang up the breeder and she tried to describe the dog to us which was very hard to do over the phone so we went over to have a look to see what they were like and we bought Sheba because at that stage Bob was away a lot with the army and it used to get quite bad with the exercises you’d have prowlers through the married quarters so if we got a dog which we could do because it didn’t matter what sort of dog anyone had it’d bark and they wouldn’t bother us.</div><div> </div><div>Text 2</div><div> </div><div>We have defined the content of a scientific discipline by reference to three interrelated sets of elements: (1) the current explanatory goals of the science, (2) its current repertory of concepts and explanatory procedures, and (3) the accumulated experience of the scientists working in this particular discipline – i.e. the outcome of their efforts to fulfil their current explanatory ambitions, by applying the available repertory of concepts and explanatory procedures. So understood, of course, the ‘experience’ of scientists is not at all the sort of thing assumed, either by sensationalist philosophers like Mach, for whom the ultimate data of science were supposedly ‘sense-impressions’ or by physicalist philosphers such as the logical empiricists, for whom scientific experience simply comprises straightforward factual generalizations. Rather, the experience of scientists resembles that of other professional men: for example, lawyers, engineers or airline pilots.</div>]]></description>
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         <pubDate>2019-04-03 05:04:52 UTC</pubDate>
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