E-grāmata: Spoken English, TESOL and Applied Linguistics: Challenges for Theory and Practice

List of Tables and Figures		x
Acknowledgements		xii
Notes on the Contributors		xiii
Introduction		xvii
PART I ATTITUDES AND IDEOLOGIES
Uncovering the sociopolitical situatedness of accents in the World Englishes paradigm		3	(20)
Jasmine C.M. Luk
Angel M.Y. Lin
Introduction: Englishes in a world tug-of-war		3	(3)
Accent and World Englishes		6	(1)
Positioning postcolonial Hong Kong in the WE paradigm: speculations and realities		7	(2)
Moving away from the WE paradigm? Signifying practices in postcolonial Hong Kong		9	(3)
Uncovering the sociopolitics in hegemonic privileging of BANA-centric accents in postcolonial Hong Kong		12	(3)
Deconstructing the BANA-centric hegemony of English in Hong Kong: its likelihood of success		15	(1)
Towards three reform paradigms: assessment, research, and curriculum		16	(3)
Conclusion		19	(1)
Notes		19	(1)
Bibliography		20	(3)
What the other half gives: the interlocutor's role in non-native speaker performance		23	(30)
Stephanie Lindemann
Introduction		23	(1)
It takes (at least) two to converse		24	(4)
`Hearing with an accent' may not require interaction with the speaker		28	(3)
`Hearing with an accent' may not require negative attitudes to the speaker		31	(3)
Expectations may influence reactions to non-native speakers in conflicting ways		34	(2)
Implications		36	(9)
Appendix		45	(1)
Note		46	(1)
Bibliography		46	(7)
PART II PROSODY: NEW MODELS FOR MEANING
Reading aloud		53	(19)
Wallace Chafe
Introduction		53	(1)
The nature of reading aloud		54	(3)
Conference practices		57	(1)
Listenability		58	(1)
An example		59	(3)
The role of prosody		62	(2)
Another example		64	(2)
Silent reading		66	(3)
Conclusion		69	(1)
Bibliography		70	(2)
Intonational meaning starting from talk		72	(27)
Ann Wennerstrom
Introduction		72	(2)
Theoretical models of intonational meaning		74	(3)
Intonation and the discourse of language learners		77	(3)
Sample analyses		80	(12)
Conclusion		92	(2)
Appendix		94	(1)
Notes		94	(1)
Bibliography		94	(5)
A review of recent research on speech rhythm: some insights for language acquisition, language disorders and language teaching		99	(27)
Ee Ling Low
Early research on speech rhythm		99	(3)
Recent research on speech rhythm		102	(15)
Applications of rhythmic indexes		117	(5)
Conclusion		122	(1)
Notes		122	(1)
Bibliography		122	(4)
Factors affecting turn-taking behaviour: genre meets prosody		126	(17)
Rebecca Hughes
Beatrice Szczepek Reed
Introduction		126	(1)
Previous literature on turn-taking		126	(3)
Towards an understanding of what speakers must know		129	(3)
Exploring the hypotheses through instances of turn-taking		132	(4)
Conclusion		136	(2)
Appendix		138	(1)
Notes		139	(1)
Bibliography		139	(4)
PART III SPOKEN DISCOURSE AND LANGUAGE PEDAGOGY
Spoken discourse, academics and global English: a corpus perspective		143	(16)
Anna Mauranen
Introduction		143	(1)
Speaking and language		144	(4)
Speaking, the corpus and the classroom		148	(3)
Speaking English in today's world		151	(3)
Conclusion		154	(1)
Bibliography		155	(4)
Spoken grammar: vague language and EAP		159	(23)
Joan Cutting
Introduction		159	(1)
Discourse analysis		160	(11)
Pedagogical grammars		171	(1)
Language learning theory, teaching methodology and EFL coursebooks		172	(5)
Conclusion		177	(1)
Appendix		177	(2)
Bibliography		179	(3)
Reflecting on reflections: the spoken word as a professional development tool in language teacher education		182	(34)
Fiona Farr
Introduction		182	(1)
Reflective practice and action research		183	(2)
The reflective practices of language teacher educators		185	(1)
The emerging role of teacher educators		186	(1)
The role of language		187	(2)
Language in context, genre and communities of practice		189	(2)
The place of computerized spoken corpora		191	(2)
The genre of POTTI: a qualitative analysis		193	(11)
Participation and interactivity in POTTI		204	(3)
Conclusion		207	(1)
Appendix		208	(1)
Bibliography		208	(8)
Analyzing classroom discourse: a variable approach		216	(29)
Steve Walsh
Introduction		216	(1)
Why study classroom discourse?		217	(1)
What are the features of L2 classroom discourse?		218	(5)
How can classroom discourse be investigated?		223	(15)
Conclusion		238	(1)
Bibliography		238	(7)
PART VI ASSESSING SPEAKING
Pronunciation and the assessment of spoken language		245	(26)
John M. Levis
Introduction		245	(1)
How diagnostic assessment can inform proficiency assessment		246	(2)
Why pronunciation accuracy should not be assessed		248	(4)
Intelligibility and comprehensibility: the key to pronunciation assessment		252	(7)
Listener factors		259	(2)
Fluency and assessment		261	(6)
Conclusion		267	(1)
Note		267	(1)
Bibliography		268	(3)
Local and dialogic language ability and its implication for language teaching and testing		271	(16)
Marysia Johnson Gerson
Introduction		271	(1)
Key concepts of Vygotsky's sociocultural theory and Bakhtin's literary theory		272	(7)
Some implications of local and dialogic ability for language teaching and testing		279	(6)
Note		285	(1)
Bibliography		285	(2)
Index		287

WALLACE CHAFE Professor Emeritus at University of California, Santa Barbara, USA JOAN CUTTING Senior Lecturer in TESOL, University of Edinburgh, UK FIONA FARR Lecturer in EFL/ELT and Course Director of the MA in ELT at the University of Limerick, Republic of Ireland MARYSIA JOHNSON GERSON Associate Professor in the department of English, Linguistics/TESL Program, Arizona State University, USA JOHN M. LEVIS Teaches in the TESL/Applied Linguistics program at Iowa State University, USA ANGEL M. Y. LIN Associate Professor in the Department of English and Communication, City University of Hong Kong STEPHANIE LINDEMANN Assistant Professor of Applied Linguistics at Georgia State University, USA EE LING LOW Currently appointed as the Sub-Dean of Degree Programmes at the National Institute of Education Nanyang Technological University, Singapore, where she is an Assistant Professor with the English Language & Literature Academic Group JASMINE C. M. LUK Lecturer in English at the Hong Kong Institute of Education ANNA MAURANEN Professor of English Philology at the University of Tampere, Finland BEATRICE SZCZEPEK REED Research Fellow in the Centre for English Language Education at the University of Nottingham, UK STEVE WALSH Head of External Relations and Lecturer in Education in the Graduate School of Education, Queen's University Belfast, UK ANN WENNERSTROM Teaches Applied Linguistics and English as a Second Language at the University of Washington, USA