Possible Library Sources for MRP
Here are some articles I found that will possibly become sources of information for my project.

Resource: Academic Search Elite
Keyword: Pragmatics
Adams, C. (2001). Clinical diagnostic and intervention studies of children with semantic--pragmatic language disorders. International Journal of Language and
Communication Disorders, 36(3). Retrieved July 13, 2002, from Academic Search Elite database.

Resource: Academic Search Elite
Keyword: Pragmatics
Vajda, E.J. (2001). Control in grammar and pragmatics. Language, 77(3), 628. Retrieved July 13, 2002, from Academic Search Elite database.

Resource: ERIC
Keyword: Speech Pathology, then I click on a link inside an abstract I believe it was titled Linguistics.
Lim, L. (2001). Becoming culturally inclusive: A perspective on personnel preparation. Journal of Association for Persons with Severe Handicaps(Jash), 26(3), 195-199. Retrieved July 13, 2002, from ERIC database.

Resource: ERIC
Keyword: Bilingual Education
Crosling, G., & Ward, I. (2002). Oral communication: The workplace needs and uses of business graduate employees. English for Specific Purposes, 21(1), 41-57. Retrieved July 13, 2002, from ERIC database.

Resource: ERIC
Keyword: Language and Speech Pathology
Wolfram, W. (1979). Speech pathology and dialect difference. Dialects and educational equity. Languages and Linguistics (FL010930). Retrieved July 13, 2002, from ERIC database.

Resource: Psychology and Behavioral Sciences Collection Keyword: Pragmatics and Language
Parkinson, B. (1998). What we think when we think about emotion. Cognition & Emotion, 12(4). Retrieved July 16, 2002, from Psychology and Behavioral Sciences Collection database.

Resource: Psychology and Behavioral Sciences Collection Keyword: Pragmatics
Ervin-Tripp, S. (2001). The place of gender in developmental pragmatics: Sex differences. Research on Language & Social Interaction, 34(1), 131-147. Retrieved July 16, 2002, from Psychology and Behavioral Sciences Collection database.

Resource: Psychology and Behavioral Sciences Collection Keyword: Pragmatics
Wildner-Bassett, M. (1994). Intercultural pragmatics and proficiency: ‘Polite noises’ for cultural appropriateness. IRAL: International Review of Applied Linguistics in Language
Teaching, 32(1), 3-15. Retrieved July 16, 2002, from Psychology and Behavioral Sciences Collection database.

Resource: Psychology and Behavioral Sciences Collection Keyword: Pragmatics
Liu, J. H., Pham, L. B., & Holyoak, K. J. (1997). Adjusting social inferences in familiar and unfamiliar domains: The generality of response to situational pragmatics. International Journal of psychology, 32(2), 73-91. Retrieved July 16, 2002, from Psychology and Behavioral Sciences Collection database.

Resource: Psychology and Behavioral Sciences Collection Keyword: Pragmatics
Fetzer, A. (1996). Reviews. IRAL: International Review of Applied Linguistics in Language Teaching, 34(1), 66-67. Retrieved July 16, 2002, from Psychology and Behavioral Sciences Collection database

LOL,

LEKEI

Inquiry and Literacy

PROMPT: Will putting emphasis on the significance of students’ personal conclusion subsequent to research improve their attitudes in relation to executing research?

Yes I believe it will. It is always easier to set back and let others do the work for us, that way we neither get our hands dirty and we are not responsible for what happens afterwards. This can sometimes be the attitude of student researchers, “ I’ll just find out what someone else thinks, then I don’t have to really bother with thinking about what is actually being said.” In most cases younger students are never taught to expand the information they encounter-- never to think farther about the information. Most of the time students are required to spit out information without really adding their personal conclusion about what they interpreted the information mean (even if wanting to do so). If people are stifled about voicing their feeling about the material they find, it makes becoming personally involved with the material difficult to do. Students that feel they have something to contributed I believe have more that to gain and to give. When students are required to analyze information to make their own deductions, there is more intricate thinking, since they are using their previous experiences and insight about the topic. More than likely if someone has more at stake they tend to whatever it is more carefully. If students realize that their views are going to be acknowledged, then they will take the time and effort to justify their stance. And their view of research will be changed because there is anticipation that materials found will be enlightening, enhance their prior knowledge and possible challenge their views. So in conclusion instructors at every level of education should promote the idea of students interacting with the information they come across by analyzing the information and determining what the information is saying to them. I think this will help all students become more comfortable with open-ended questions.