Teaching the Spoken Language

Brown, Gillian

doi:10.1111/j.1467-9582.1981.tb00708.x

Cited by 116 publications

(147 citation statements)

References 3 publications

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“…In this way processing the new language becomes feasible as it becomes connected with concepts and words students have already used. Research findings have indicated that familiarity with passage content facilitates second-language listening comprehension (Chiang & Dunkel, 1992;Brown & Yule, 1983).…”

Section: Research Findingsmentioning

confidence: 98%

Learners' Perceptions of Listening Comprehension Problems

Hasan¹

2000

Language, Culture and Curriculum

198

152

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Section: Research Findingsmentioning

confidence: 98%

Learners' Perceptions of Listening Comprehension Problems

Hasan¹

2000

Language, Culture and Curriculum

198

152

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“…Finally, with male/female dyads, again, I would suggest, a distorted perception of normative behaviour in English can result, as the degree of directness is only allowable if the two are close. Ideally, with senior high school learners, more realistic situations for adolescents in crosscultural contact environments, exposing them to interactive discourse with non-intimate adults, would provide safer, more appropriate role models and examples of language use (see Brown and Yule, 1983). Consequently, in my view, unless there are tasks to accompany such materials and unless linguistic variation is addressed explicitly, then such examples, to the exclusion of other kinds of interpersonal discourse exemplifying style-shifting in interactional language use, are questionable for pedagogical purposes.…”

Section: Resultsmentioning

confidence: 99%

Politeness and pragmatic competence in foreign language education

LoCastro¹

1997

Language Teaching Research

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Anecdotal evidence indicates that some native speakers of English are uncomfortable with what they perceive to be the lack of linguistic politeness forms in the speech of some Japanese speakers of English. A common example is found in the expression of desires and wants, when a Japanese speaker will say 'I want you to do X', rather than 'I'd like you to do X'. As it is possible the learning materials Japanese students used in secondary school EFL had an influence on their ability to use politeness markers in their L2, this paper will report on an analysis of evidence of politeness in senior high school textbooks. First, in order to go beyond the anecdotal evidence, there is a review of some of the relevant literature on linguistic politeness. The analysis follows in which it will be seen that there is a noticeable absence of politeness. Finally, five speculations on explanations for the absence of linguistic politeness markers are suggested in an effort to raise the awareness of language educators about this component of pragmatic competence.

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“…Recalling Brown and Yule's (1983) distinction between transactional and interactional talk, Partington notes that while on the one hand briefings are highly informative texts with questions on the Palestinian crisis, South African government, the AIDS crisis, gas prices, OPEC and the like, on the other hand there are many interactional sequences and even some personal exchanges. Partington shows that two principal reasons why participants in briefings break into an interactional, more personal mode are either because of aggression (a transaction-threatening act has occurred) or because they want to play.…”

Section: Functions Of Laughtermentioning

confidence: 99%

Review of Partington (2006): The linguistics of laughter: A corpus-assisted study of laughter talk

Gavioli

2009

FOL

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ReviewsAlan Partington. 2006. The linguistics of laughter: A corpus-assisted study of laughter talk. New York: Routledge. vi + 262 pp. (ISBN10: 0-415-38166-5 / ISBN13: 978-0-415-38166-6) Reviewed by Laura Gavioli (University of Modena and Reggio Emilia)The Linguistics of Laughter is a book investigating the phenomenon of "laughtertalk" when it is used to achieve specific rhetorical ends, for example, to construct an identity, to make an argumentative point, to threaten someone else's face or boost one's own. "Laughter talk" is defined as the talk preceding and providing a bout of laughter, intentionally or unintentionally. The research is a corpus-assisted study investigating a 1,000,000-word corpus collecting 180 transcriptions of White House press conference briefings and is based on a search of laughter episodes and an analysis of their embedding features. The Linguistics of Laughter, though, goes much beyond this, not only in that it compares data from other larger and more varied corpora, but in that, starting from an analysis of linguistic patterns and cues, it takes the reader through a detailed, fascinating reflection into what humorous and non-humorous laughter involves, looking at laughter as both a cognitive and an interactional communicative phenomenon. In this sense, the volume provides an interesting example of how far methods of corpus linguistics can go in analysing language features and functions.Methodologically, Partington's idea is that of adapting some of the instruments used in corpus analysis to the study of discourse. He sets out with the ambitious, but interesting (and indeed achieved) task of developing a model which can "encompass and render compatible three elements: a theory of language production and reception, a theory of cognition as it relates to humour, and a theory of human social interaction" (p. 2). The model he suggests is that of Corpus Assisted Discourse Studies (CADS), an approach arising from the realization that some of the methodology and instruments commonly used in corpus linguistics might be adapted for the study of features of discourse. The book comprises an introduction, seven chapters including the conclusion, three appendices, notes, bibliography, a name and a subject index. In what follows, I summarize those points in the book that seem to me the most interesting and I provide a final comment about its main achievements.

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Teaching the Spoken Language

Cited by 116 publications

References 3 publications

Learners' Perceptions of Listening Comprehension Problems

Learners' Perceptions of Listening Comprehension Problems

Politeness and pragmatic competence in foreign language education

Review of Partington (2006): The linguistics of laughter: A corpus-assisted study of laughter talk

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