https://padlet.com/rociomarianan86/c655xcym9o2a In this padlet you are going to find the main characteristics of the following genres: Comment elaboration, Service encounters, Debate and argument, Decision-making/negotiating outcomes, and Language, learning and interaction. en-us 2017-10-03 20:08:29 UTC 2023-10-28 20:18:46 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Manbag.png rociomarianan86 https://padlet.com/rociomarianan86/c655xcym9o2a/wish/193640109 Comment Elaboration 

• Topics switch freely.
• Sometimes, topics are provoked by what speakers are doing, by objects in their presence, or by some association with what has just ben said.
• There is no defined purpose for the conversation.
• All speakers can introduce topics.
• Speakers comment on each other´s statements.
• Comments often include some evaluation.
• Ellipsis is common.
• There is repetition.
• It is common to use informal vocabulary. 


]]> 2017-10-03 20:18:09 UTC https://padlet.com/rociomarianan86/c655xcym9o2a/wish/193640109 rociomarianan86 https://padlet.com/rociomarianan86/c655xcym9o2a/wish/193640260 Service Encounters

• The main purpose of the conversation is transactional. That is to say, these are conversations in which people want to get things done.
• Sometimes, interactional language may be used when there is a bond of familiarity between speakers. 
• The elements that are obligatory in a service encounter are: an offer of service, a request for service, a transaction, and a salutation.  

]]> 2017-10-03 20:18:40 UTC https://padlet.com/rociomarianan86/c655xcym9o2a/wish/193640260 rociomarianan86 https://padlet.com/rociomarianan86/c655xcym9o2a/wish/193640427 Debate and Argument

• Speakers take up positions, offer arguments and give their opinions on different topics. 
• Sometimes, there is a lead-figure or chairperson who controls the debate and monitors everyone´s contributions. 
• The discussion may be symmetrical if the speakers are equals.  That is to say, they have equal speaking rights and they intervene cooperatively.
• When speakers do not have equal status, the discussion will be more asymmetrical, with speaking rights controlled and assigned by the speaker who is dominant.
• The communicative purpose is to foster mutuality, consensus and interpersonal support. 

]]> 2017-10-03 20:19:13 UTC https://padlet.com/rociomarianan86/c655xcym9o2a/wish/193640427 rociomarianan86 https://padlet.com/rociomarianan86/c655xcym9o2a/wish/193640701 Decision- making / Negotiating outcomes

• Speakers work towards definitive or collective decisions, or a consensus. 
• They solve problems by negotiation.
• Speakers state their position, but the usually use modal verbs or other softeners such as maybe, think and reckon. 
• Problems can be presented, together with possible solutions, which are evaluated by the speakers.
• Discourse markers can be used to soften or personalize the speaker´s remarks.  




]]> 2017-10-03 20:20:09 UTC https://padlet.com/rociomarianan86/c655xcym9o2a/wish/193640701 rociomarianan86 https://padlet.com/rociomarianan86/c655xcym9o2a/wish/193649129 Language, Learning and Interaction

• The language is determined by the context of institutionalised and informal learning.
• The teacher takes most turns and his/her turns are longer than the students’.
• The structure is based on exchanges (initiation, response and feedback).
• The teacher reformulates, summarises and evaluates what the students say.
• The teacher uses ´known answer ‘or ´display´ questions (i.e. questions to which he/she already knows the answer) 


]]> 2017-10-03 20:48:20 UTC https://padlet.com/rociomarianan86/c655xcym9o2a/wish/193649129