Spoken English, TESOL and Applied

Leading researchers in the field of spoken discourse and language teaching offer an empirically informed, issues-based discussion of the present state of research into spoken language. They address the opportunities offered by these emerging insights for language education and, specifically, for TESOL. They ask whether new data and evidence that spoken discourse is a distinctive genre will challenge existing language theories and teaching. A stimulating resource for both researchers and language teachers.

Rebecca Hughes is Director at the Centre for English Language Education at the University of Nottingham.

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

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Spoken English, TESOL and Applied Linguistics Challenges for Theory and Practice

Summary

Author Biography

Table of Contents

Supplemental Materials