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Spoken English, TESOL, and applied linguistics : challenges for theory and practice / edited by Rebecca Hughes.

Contributor(s): Material type: TextTextPublisher: Houndmills, Basingstoke, Hampshire ; New York : Palgrave Macmillan, 2006Description: xx, 289 pages : illustrations ; 23 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 1403936323
  • 9781403936325
  • 0230217044
  • 9780230217041
Subject(s): DDC classification:
  • 428.0071 22
LOC classification:
  • PE1128.A2 S643 2005
Online resources:
Contents:
PT.1 ATTITUDES AND IDEOLOGIES -- Ch.1 Uncovering the sociopolitical situatedness of accents in the World Englishes paradigm / Jasmine C. M. Luk and Angel M. Y. Lin -- Ch.2 What the other half gives : the interlocutor's role in non-native speaker performance / Stepanie Lindermann -- PT.2 PROSODY : NEW MODELS FOR MEANING -- Ch.3 Reading aloud / Wallace Chafe -- Ch.4 Intonational meaning starting from talk / Ann Wennerstrom -- Ch.5 A review of recent research on speech rhythm : some insights for language acquisition, language disorders and language teaching / Ee Ling Low -- Ch.6 Factors affecting turn-taking behaviour : genre meets prosody / Rebecca Hughes and Beatrice Szcepek Reed -- PT.3 SPOKEN DISCOURSE AND LANGUAGE PEDAGOGY -- Ch.7 Spoken discourse, academics and global English : a corpus perspective / Anna Mauranen -- Ch.8 Spoken grammar : vague language and EAP / Joan Cutting -- Ch.9 Reflecting on reflections : the spoken word as a professional development tool in language teacher education / Fiona Farr -- Ch.10 Analyzing classroom discourse : a variable approach / Steve Walsh -- PT.4 ASSESSING SPEAKING -- Ch.11 Pronunciation and the assessment of spoken language / John M. Lewis -- Ch.12 Local and dialogic language ability and its implication for language teaching and testing / Marysia Johnson Gerson.
Summary: "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."--Publisher description.
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Holdings
Item type Current library Call number Copy number Status Date due Barcode
Book City Campus City Campus Main Collection 428.0071 SPO (Browse shelf(Opens below)) 1 Available A372433B
Book City Campus City Campus Main Collection 428.0071 SPO (Browse shelf(Opens below)) 1 Available A442180B

Includes bibliographical references and index.

PT.1 ATTITUDES AND IDEOLOGIES -- Ch.1 Uncovering the sociopolitical situatedness of accents in the World Englishes paradigm / Jasmine C. M. Luk and Angel M. Y. Lin -- Ch.2 What the other half gives : the interlocutor's role in non-native speaker performance / Stepanie Lindermann -- PT.2 PROSODY : NEW MODELS FOR MEANING -- Ch.3 Reading aloud / Wallace Chafe -- Ch.4 Intonational meaning starting from talk / Ann Wennerstrom -- Ch.5 A review of recent research on speech rhythm : some insights for language acquisition, language disorders and language teaching / Ee Ling Low -- Ch.6 Factors affecting turn-taking behaviour : genre meets prosody / Rebecca Hughes and Beatrice Szcepek Reed -- PT.3 SPOKEN DISCOURSE AND LANGUAGE PEDAGOGY -- Ch.7 Spoken discourse, academics and global English : a corpus perspective / Anna Mauranen -- Ch.8 Spoken grammar : vague language and EAP / Joan Cutting -- Ch.9 Reflecting on reflections : the spoken word as a professional development tool in language teacher education / Fiona Farr -- Ch.10 Analyzing classroom discourse : a variable approach / Steve Walsh -- PT.4 ASSESSING SPEAKING -- Ch.11 Pronunciation and the assessment of spoken language / John M. Lewis -- Ch.12 Local and dialogic language ability and its implication for language teaching and testing / Marysia Johnson Gerson.

"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."--Publisher description.

Machine converted from AACR2 source record.

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