Menu
Presenter(s)
Date
Abstract:
An examination of naturally occurring instances of talk-in-interaction across various speech exchange systems readily reveals the ubiquity of discourse mark- ers in contemporary Persian. Given their prevalence, one aspect of communica- tive competence in Persian as an additional language, or in any language for that matter, involves control over their use. Teaching these consequential markers, however, is a challenge for two main reasons. One is that their instruction needs to draw on their empirically grounded functional descriptions – which are largely scares. A second reason has to do with the indexical character of the markers that renders them sequentially contingent, hence surprisingly complex, and rather unwieldly to master. Their status as interactional devices, therefore, entails the relevance of the ongoing debate around teaching interactional/pragmatic com- petence in instructional contexts. In this light, this paper examines some highly recurrent markers in contemporary Persian and then considers some options for their teaching in classroom contexts.
Bio:
Ali R. Abasi is an Associate Professor of Persian at the School of Languages, Literatures, and Cultures, University of Maryland. Trained as an applied linguist, his primary research interests include second language writing, discourse analy- sis, and teaching Persian to speakers of other languages. Some of his publications have appeared in such journals as Journal of Second Language Writing, English for Specific Purposes, Journal of Language and Politics, and International Journal of Applied Linguistics.
<iframe style=”border-radius:12px” src=”https://open.spotify.com/embed/episode/3EcNzxW3gNzqRFJIwL3aV4?utm_source=generator” width=”100%” height=”352″ frameBorder=”0″ allowfullscreen=”” allow=”autoplay; clipboard-write; encrypted-media; fullscreen; picture-in-picture” loading=”lazy”></iframe>