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E-grāmata: Successful Spoken English: Findings from Learner Corpora

(University of Liverpool, UK), (University of Central Lancashire, UK), (University of Central Lancashire, UK)
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Successful Spoken English: Findings from Learner CorporaPalielināt
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Successful Spoken English demonstrates how spoken learner corpora can be used to define and explore the constituents of successful spoken English. Taking the approach that language learners can speak effectively whilst still using some non-standard forms, this book:Examines databases of transcribed speech from learners at each different CEFR level to analyse what makes a successful speaker of English;Discusses features of communicative competence, including the use of linguistic strategies, organisation of extended stretches of speech, and sensitivity to context;Demonstrates quantitative and qualitative data analysis using corpus tools, looking at areas such as word frequency;Helps to reassess the goals of language learners and teachers, and provides recommendations for teaching practice and for further research.Successful Spoken English is key reading for postgraduate students of TESOL and Applied Linguistics, as well as for pre- and in-service English language teachers.
List of figures
viii
List of tables
xi
Acknowledgements xiii
1 What is a successful speaker of English?
1(32)
1.1 Introduction
1(1)
1.2 Rationale for exploring successful spoken language
2(2)
1.3 Rationale for a focus on spoken language
4(1)
1.4 Definitions of successful language: communicative competence
4(10)
1.4.1 A Hymes's theory of communicative competence
4(2)
1.4.2 Canale and Swains theory of communicative competence
6(2)
1.4.3 Canale's theory of communicative competence
8(2)
1.4.4 Bachman and Palmer's model of language use and performance
10(4)
1.5 Towards a definition of successful spoken language: communicative competence
14(2)
1.6 Linking communication, communicative competence and learner success to the CEFR
16(3)
1.7 Measuring successful spoken language in this book
19(9)
1.8 Conclusion
28(5)
2 Linguistic competence
33(45)
2.1 Introduction
33(1)
2.2 Definitions of linguistic competence
33(1)
2.3 Previous studies
34(2)
2.4 Methods of analysis
36(4)
2.4.1 Frequency profiles
36(1)
2.4.2 Frequency lists
37(2)
2.4.3 Keyword lists
39(1)
2.4.4 Lexical chunks
39(1)
2.5 Linguistic competence at B1-C1 levels
40(5)
2.6 Most frequent words
45(10)
2.6.1 WE
47(5)
2.6.2 Er/Erm
52(3)
2.7 Keywords
55(10)
2.7.1 Think
58(4)
2.7.2 Can
62(3)
2.8 Most frequent lexical chunks
65(7)
2.8.1 A lot of
68(1)
2.8.2 Agree with you
69(3)
2.9 Discussion
72(1)
2.10 Conclusion
73(5)
3 Strategic competence
78(31)
3.1 Introduction
78(1)
3.2 Definitions of strategic competence and communication strategies
78(2)
3.3 Previous studies
80(3)
3.4 Methods of analysis
83(2)
3.5 Strategic competence at B1-C1 levels
85(20)
3.5.1 Preliminary analysis of CEFR strategies in Bl, B2 and CI speech
87(5)
3.5.2 Comparison of CEFR strategy realisation in B1, B2 and CI speech
92(2)
3.5.3 Production strategies: correction
94(5)
3.5.4 Interaction strategies: inviting others into the discussion and seeking clarification
99(6)
3.6 Conclusion
105(4)
4 Discourse competence
109(25)
4.1 Introduction
109(1)
4.2 Definitions of discourse competence
109(3)
4.2.1 Definitions of spoken discourse markers
111(1)
4.3 Previous studies
112(2)
4.4 Methods of analysis
114(3)
4.5 Discourse competence at B1-C1 levels
117(6)
4.6 The frequency and functions of common discourse markers used to achieve discourse competence
123(8)
4.6.1 And or
125(2)
4.6.2 Yeah/yeah/yeah I
127(1)
4.6.3 I think er and I think it
128(1)
4.6.4 Ok er/ok I
129(1)
4.6.5 Weill
129(2)
4.7 Conclusion
131(3)
5 Pragmatic competence
134(25)
5.1 Introduction
134(1)
5.2 Definitions of pragmatic competence
135(7)
5.2.1 Requests
137(2)
5.2.2 Apologies
139(2)
5.2.3 Formulaic language and developing pragmatic competence
141(1)
5.3 Previous studies
142(2)
5.4 Methods of analysis
144(1)
5.5 Pragmalinguistic features of successful request language
144(5)
5.6 Pragmalinguistic features of successful apology language
149(4)
5.7 Sociopragmatic features of successful request and apology language
153(1)
5.8 Conclusion
154(5)
6 Conclusion
159(14)
6.1 Introduction
159(1)
6.2 Summary of findings
159(7)
6.2.1 Linguistic competence
159(1)
6.2.2 Strategic competence
160(2)
6.2.3 Discourse competence
162(1)
6.2.4 Pragmatic competence
163(1)
6.2.5 Summary
163(3)
6.3 Implications for research
166(1)
6.4 Implications for teaching
167(2)
6.5 Final thoughts
169(4)
Index 173
Christian Jones is Senior Lecturer in Applied Linguistics and TESOL at the University of Liverpool, UK.



Shelley Byrne is Lecturer in English for Academic Purposes at the University of Central Lancashire, UK.



Nicola Halenko is Senior Lecturer in English Language Teaching at the University of Central Lancashire, UK.
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