Talk Radio, Discourse
Radio was the first electronic mass medium. It became a prominent part in people's every day experiences and in the discursive practices of mass media that followed in its wake. Moreover, radio was instrumental in creating communities around it and it has a central part in the public sphere. Key features of radio discourse include: intentionality, sociability, performativity, interactivity, and liveliness. There are many radiophonic genres; foremost among them is the phone-in, in which an ordinary person calls in to a program to talk with a host in front of the audience. The structure and features of phone-ins are illustrated to demonstrate how an institutional setting is achieved. 
 
 
Keywords: 
 
History of Media and Communications; 
language and social interaction; 
media and society; 
public participation; 
radio
For-anyone-as-someone structures
This article is concerned with the meaning of the word for. In Heidegger's ontological analysis of everyday things he is concerned to show that their significance as everyday things shows up in what they are for (Heidegger, 1962: 95-107). His well-known example is a hammer. What is a hammer? It is not an object-Thing to be scrutinized in terms of its objective properties. Rather, it is for use. A hammer reveals what it is (what it is for) when it is put to proper use. In being used appropriately its significance or meaning is discovered and made manifest. Heidegger shows that everyday things have, in each case, a particular for-the-sake-of-which that discloses what they are. My starting point for thinking about the meaning of `for' is concerned with radio and television and in particular the question, `What or who are programmes for?' In this article I try to show what it means to say that they are `for me or anyone'.
How Does the Keyword Method Affect Vocabulary Comprehension and Usage? Report from the project on Studies in Language: Reading and Communication. Working Paper No. 278.
THE KEYWORD METHOD of vocabulary learning involves forming a linkage between a to-be-learned vocabulary word and a familiar English word that sounds like part of the to-be-learned item (the keyword). Then the learner forms an interactive image between the keyword and definition referents. In previous research, the keyword method has been found to facilitate students' recall of definitions, given vocabulary items. In this study, use of the method was also shown to increase comprehension of English vocabulary in context, as well as usage of that vocabulary in a novel context.