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By Michigan Historical Reprint Series

This is often an actual copy of a booklet released sooner than 1923. this isn't an OCR'd booklet with unusual characters, brought typographical error, and jumbled phrases. This publication can have occasional imperfections akin to lacking or blurred pages, negative photographs, errant marks, and so on. that have been both a part of the unique artifact, or have been brought by means of the scanning approach. We think this paintings is culturally very important, and regardless of the imperfections, have elected to carry it again into print as a part of our carrying on with dedication to the renovation of revealed works world wide. We enjoy your realizing of the imperfections within the renovation procedure, and desire you take pleasure in this worthwhile ebook.

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Additional resources for A treatise on spherical trigonometry and applications to geodesy and astronomy

Example text

No further pedagogical talk is pursued, not even an acknowledgement from the learner, as the NS appears to ‘hold the floor’ in turns 43 to 45, obviously with the learner’s consent (the turn-taking system would have permitted interruption), by providing personal information about himself, as requested by the learner in turns 39 and 41. Further pre-topical talk occurs between the NS and learner, with split adjacency pairs, from turns 46 to 49, but then in turn 50, the NS provides a correction of a repairable item in cinema which occurs two turns earlier.

102 NS: mica/non mica /not 103 L: okies 104 NS: it’s another mode to say ‘non come me’ it’s another mode to say ‘not like me’ 105 NS: ‘mica come me’ ‘not at all like me’ 106 L: cool! grazie cool! thank you NS: eh eh! Almeno sono utile a qualcosa Huh! At least I’m useful for something In Excerpt 8, in turn 38 the NS paraphrases his original statement in turn 35, as indicated by the arrows, in order to assist the learner who initiates this repair sequence at turn 37: EXCERPT 8 33 L: ma dimmi cosa fai nella vita?

Hence, in this case the correction is delayed mainly by the intervening repair initiation on commissione by the learner, which takes precedence as it is likely to interfere with mutual understanding. The pursuit of affiliation is also dealt with prior to correction. In turn 41, the learner thanks the NS for his correction, acknowledging his role as expert, and repeats her request for the NS to talk about himself. The NS response to the learner’s request is delayed as in turn 42 he orients to pedagogical talk again, this time correcting errors which occur not just in one but two previous turns.

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