A collection of cutting-edge studies on spoken language and applied linguistics provided by leading scholars in the field, this volume combines lively, and at times challenging, theoretical debates with discussion of a more classroom-based nature. It takes the reader through questions of international English, ideology and attitudes to the spoken form, issues of prosody and conversational norms, spoken language in the ELT classroom and key questions in assessing the spoken form:
To what extent do new data regarding the nature of spoken discourse challenge existing language theories, models or paradigms?
Is a 'paradigm-shift' taking place due to the weight of evidence that spoken discourse is a distinctive form in its own right, or will this evidence be absorbed into existing models and theories?
Can the insights of current research on spoken language easily be accommodated into existing language teaching , whether at the level of pedagogic grammars, or methods/approaches, or do they present challenges that break new ground?
Will current research on spoken forms have an impact on the assessment of speaking?
What weight should be given to the phonetic and paralinguistic meaning-bearing elements of the spoken form ,either in language description or in the curriculum?
List of Tables and Figures
Acknowledgements
Notes on the Contributors
Introduction; R.Hughes
PART 1: ATTITUDES AND IDEOLOGIES
Uncovering the Sociopolitical Situatedness of Accents in the World Englishes Paradigm; J.C.M.Luk & A.M.Y.Lin
What the Other Half Gives: The Interlocutor's Role in Non-native Speaker Performance; S.Lindemann
PART 2: PROSODY; NEW MODELS FOR MEANING
Reading Aloud; W.Chafe
Intonational Meaning Starting from Talk; A.Wennerstrom
A Review of Recent Research on Speech Rhythm: Some Insights for Language Acquisition, Language Disorders and Language Teaching; E.L.Low
Factors Affecting Turn-Taking Behaviour: Genre Meets Prosody; R.Hughes & B.S.Reed
PART 3: SPOKEN DISCOURSE AND LANGUAGE PEDAGOGY
Spoken Discourse, Academic and Global English: A Corpus Perspective; A.Mauranen
Spoken Grammar; Vague Language and EAP; J.Cutting
Reflecting on Reflections: The Spoken Word as a Professional Development Tool in Language Teacher Education; F.Farr
Analyzing Classroom Discourse; A Variable Approach; S.Walsh
PART 4: ASSESSING SPEAKING
Pronunciation and the Assessment of Spoken Language; J.M.Levis
Local and Dialogic Language Ability and its Implications for Language Teaching and Testing; M.J.Gerson
Index
REBECCA HUGHES is Director of the Centre for English Language Education at the University of Nottingham, UK. Among other publications she is author of English in Speech and Writing, Teaching and Researching Speaking, and Exploring Grammar in Writing. In addition to research on spoken English, she advises nationally and internationally on English language policies for Higher Education.
Description
A collection of cutting-edge studies on spoken language and applied linguistics provided by leading scholars in the field, this volume combines lively, and at times challenging, theoretical debates with discussion of a more classroom-based nature. It takes the reader through questions of international English, ideology and attitudes to the spoken form, issues of prosody and conversational norms, spoken language in the ELT classroom and key questions in assessing the spoken form:
To what extent do new data regarding the nature of spoken discourse challenge existing language theories, models or paradigms?
Is a 'paradigm-shift' taking place due to the weight of evidence that spoken discourse is a distinctive form in its own right, or will this evidence be absorbed into existing models and theories?
Can the insights of current research on spoken language easily be accommodated into existing language teaching , whether at the level of pedagogic grammars, or methods/approaches, or do they present challenges that break new ground?
Will current research on spoken forms have an impact on the assessment of speaking?
What weight should be given to the phonetic and paralinguistic meaning-bearing elements of the spoken form ,either in language description or in the curriculum?
Contents
List of Tables and Figures
Acknowledgements
Notes on the Contributors
Introduction; R.Hughes
PART 1: ATTITUDES AND IDEOLOGIES
Uncovering the Sociopolitical Situatedness of Accents in the World Englishes Paradigm; J.C.M.Luk & A.M.Y.Lin
What the Other Half Gives: The Interlocutor's Role in Non-native Speaker Performance; S.Lindemann
PART 2: PROSODY; NEW MODELS FOR MEANING
Reading Aloud; W.Chafe
Intonational Meaning Starting from Talk; A.Wennerstrom
A Review of Recent Research on Speech Rhythm: Some Insights for Language Acquisition, Language Disorders and Language Teaching; E.L.Low
Factors Affecting Turn-Taking Behaviour: Genre Meets Prosody; R.Hughes & B.S.Reed
PART 3: SPOKEN DISCOURSE AND LANGUAGE PEDAGOGY
Spoken Discourse, Academic and Global English: A Corpus Perspective; A.Mauranen
Spoken Grammar; Vague Language and EAP; J.Cutting
Reflecting on Reflections: The Spoken Word as a Professional Development Tool in Language Teacher Education; F.Farr
Analyzing Classroom Discourse; A Variable Approach; S.Walsh
PART 4: ASSESSING SPEAKING
Pronunciation and the Assessment of Spoken Language; J.M.Levis
Local and Dialogic Language Ability and its Implications for Language Teaching and Testing; M.J.Gerson
Index
Authors
REBECCA HUGHES is Director of the Centre for English Language Education at the University of Nottingham, UK. Among other publications she is author of English in Speech and Writing, Teaching and Researching Speaking, and Exploring Grammar in Writing. In addition to research on spoken English, she advises nationally and internationally on English language policies for Higher Education.
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