Spoken English, TESOL and Applied Linguistics: Challenges for Theory and Practice by Rebecca HughesLeading 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.
Cambridge Applied Linguistics: Genres across the Disciplines
Spoken Language and Applied Linguistics
Michael McCarthy worked for the Wall Street Journal for twenty-two years, as a reporter and then as an editor on feature stories. Eastland and the Shipwreck That Shook America. Spoken Language and Applied Linguistics. Spoken Language and Applied Linguistics argues for putting spoken language right at the centre of the syllabus. It brings together a number of separate studies by the author, based on the CANCODE spoken corpus, and weaves them together to illustrate the central role the study of spoken language can play in applied linguistics.
Spoken Language and Applied Linguistics argues for putting spoken language right at the centre of the syllabus. It brings together a number of separate studies by the author, based on the CANCODE spoken corpus, and weaves them together to illustrate the central role the study of spoken language can play in applied linguistics. After an introduction to the corpus, the author lays out the main components of a theory of spoken genres, with corpus examples. The book then turns to lexis, with a general overview of the vocabulary of spoken language and closes with a look at another central area of language teaching, speech reporting. Convert currency.
Spoken Language and Applied Linguistics (Applied Linguistics Non) (Cambridge Applied Linguistics)
This website is no longer being maintained. This article first explains the lack of specific attention to speaking, and the reasons for its study. It then outlines the main aims of an applied linguistic course in the topic. These are the major defining features of speech; the pedagogical options for teaching speech; the impact of oral tasks; issues in the testing of speaking; and the nature of the oral language curriculum. The article identifies key aims and objectives, outlines relevant teaching procedures, and ways of obtaining formative and summative assessment.