University of Cambridge 2017
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- University of Cambridge, Cambridge
- Lecture Block 2
How do likes and reactions as interactional features on Facebook status updates posted in 2016 extend narrative evaluation?
Samantha Ford, University of Birmingham - Lecture Block 2
Doing being a student: the role of self-deprecations in the analysis of face and identity construction in undergraduate university seminar discussions
Holly Dobrzycki, York St John University - Lecture Block 2
Adverb certainty and the formal hierarchy
Justin Malčić, University of Cambridge - Lecture Block 3
I doing was fieldwork: Focus and V-Aux order in Ékègùsìí
Elisabeth Kerr, University of Cambridge - Lecture Block 2
“What am I?”: An investigation into the construction of a fluid and complex identity in transgender and non-binary gender online forums
Nell Read, York St John University - Lecture Block 2
Functions of Code-Switching and Code- Choice in the Gaelic Language Classroom
Stephanie Foxton, York St John University - Lecture Block 3
The Hellenistic Greek articular infinitive: description and structure
Lefteris Paparounas, University of Cambridge - Lecture Block 3
Evidence for the existence of a subjunctive mood in English
Sneha Sen, University of Cambridge - Lecture Block 2
Acts of Identity in the North East
Lucy Urwin, York St John University - Lecture Block 2
Americanisms in British Pop Music
Emma Jane Bailey, York St John University - Lecture Block 3
A look into rhoticity and intra-speaker variation in Singapore English
Alexandra Hofbauer, University of Edinburgh - Lecture Block 3
The Young and the Old: (t) Release in Elderspeak
James Michaelov, University of Edinburgh - Lecture Block 2
The Presentations and Affiliation of events in story-telling: dreams, meta dream talk and the extra ordinary event
Emily Walker, York St John University - Lecture Block 2
It takes two to (mis)understand: A conversation analytic investigation of interactional repair in autistic adults
Helen J. Attwood, York St John University - Lecture Block 3
Contact, Community and Grime: The Emergence of /q/ Among Young Londoners
Kieran Daly, University of Cambridge