University of Warwick ELTAM Tilly Harrison Week 7 Concordances and Data-driven learning.
Discuss features of - ELTAM Hastings-Spoken... · · 2017-08-30¡Discuss features of spoken...
Transcript of Discuss features of - ELTAM Hastings-Spoken... · · 2017-08-30¡Discuss features of spoken...
¡ DiscussfeaturesofspokenEnglish
¡ DiscussPedagogicalIssues
¡ Sharesomeactivitiesforteachingspokengrammar
Today’sPresentationbasedon:Hilliard,Amanda(2014)SpokenGrammarandItsRoleintheEnglishClassroominEnglishTeachingForum.(Vol52,4)
TEXTBOOK
A:Mylittlebrotherisareallygoodstudent.B:Whydoyousaythat?A:Well,heisreallysmart,sohealwaysgetsgoodgradesB:Maybehegetsgoodgradesbecausehestudieshard.
CONVERSATION
A:Didn’tknowyouusedboilingwater.B:Pardon?A:Didn’tknowyouusedboilingwater.B:Don’thaveto.Butit’sum…theyfigureit’sum,quicker.
• UntidycomparedtowrittenEnglish• Usuallyspontaneousandunplannedinrealtimewithoutediting• (Carter&McCarthy1995)
• Face-to-face,interactivesituationswithasharedcontext• (Cullen&Kuo2007)
• Omitswordsandphrases• Oftenrepetitive&formulaic
• StressesCommunication&Authenticity• Improvesstudents’fluency&face-to-faceconversation
• PreventsstudentsfromspeakingEnglishlikeatextbook
• Notteachingitimpedesstudents’abilitytospeakfluentlyandappropriately(Mumford2009)
UsingAuthenticTexts
IdentifyingwhentoteachSpokenGrammar
Noticingvs.producingspokengrammar
¡ Textbookdialoguesareusuallyartificial§ Textbookconversations
arenotreliablemodels¡ Thereisaneedto
analyzealargercorporaoflanguagethaniscurrentlycoveredinclassrooms
¡ Teachersneedtosupplementinauthentictextbookactivitieswithauthenticmatierals
Howareyou?
I’mfine,thanks.Andyou?
¡ “therecanbelittlehopefornaturalspokenoutputonthepartoflanguagelearnersiftheinputisstubbornlyrootedinmodelsthatowetheiroriginandshapetothewrittenlanguage”
§ McCarthy(2006)
3I’sApproach§ Illustration▪ Spokendataispresented
§ Interaction▪ Spokengrammarishighlighted
§ Induction▪ LearnersareencouragedtodrawtheirownconclusionsaboutfeaturesofspokenEnglish.
McCarthy&Carter(1995)
¡ Partofteacher'sjobistocreatetheconditionsunderwhichstudentscannoticeaspectsoflanguageusethatareimportantfordevelopingtheirinterlanguage.
¡ Ellipsis¡ Heads¡ Tails¡ Fillers¡ Backchannels¡ PhrasalChunks
Theomissionofawordorwordsthataresuperfluousorabletobeunderstoodfromcontextualclues.
Example:Doyouhaveanyquestions?
Anyquestions?
A:So,uh,howlonghaveyoubeeninLondon?B:IhavebeeninLondonfortwoweeks.A:Isthatreallytrue?So,whatdoyoudo?B:IstudygraphicdesignatCamberwellSchooloftheArts.A:Ok,sothisisyourfirsttwoweekshere?B:Yes,thisismyfirsttwoweeks.It’squiteabigimpact.Londonisverybig,therearelotsofpeople,andit’squiteexpensiveaswell.
A:So,uh,howlonghaveyoubeeninLondon?B:IhavebeeninLondonfortwoweeks.A:Isthatreallytrue?So,whatdoyoudo?B:IstudygraphicdesignatCamberwellSchooloftheArts.A:Ok,sothisisyourfirsttwoweekshere?B:Yes,thisismyfirsttwoweeks.It’squiteabigimpact.Londonisverybig,therearelotsofpeople,andit’squiteexpensiveaswell.
1. Whatkindofwordswereomitted?- Subjects(nouns)andmainverbswereomitted.
2. Whydoyouthinktheyhavebeenomitted?- Themeaningisclearfromthecontext.- Thepeoplearespeakingcasually.
LONGVERSIONFILLINTHEMISSINGWORDS
A. ________wannagotothepartyonSunday?
B. Sure,_____soundsgood!
SHORTVERSIONOMITAPPROPRIATEWORDS
A. Shallwegogetlunchnow?
B. Yeah,thatisagoodidea!
LONGVERSIONFILLINTHEMISSINGWORDS
A. DoyouwannagotothepartyonSunday?
B. Sure,thatsoundsgood!
SHORTVERSIONOMITAPPROPRIATEWORDS
A. Shallwegogetlunchnow?
B. Yeah,thatisagoodidea!
Whichwordscanbeomittedininformalconversations?
¡ SituationalEllipsis–omittingitemsthatareapparent,giventheimmediatesituation.§ Oftenresultsintheomissionofsubjectsandverbs§ S&Vareoftenreplacedbyphraseslike“soundsgood,”“that’sright,”etc.
§ Arisesfromacombinationofinformalityandsharedcontext.
Dislocation
¡ Head(Left-dislocation)-Asentenceinwhichaword(oragroupofwords)isadvancedaheadoftherestofthesentenceandseparatedbyapause.§ Ex.MaryandPeter,theywenttothestore.
¡ Tails(Right-Dislocation)-Asentenceinwhichaword(oragroupofwords)ispostponedbehindoftherestofthesentenceandseparatedbyapause.§ Ex:Theywenttothestore,MaryandPeter.
¡ Thispresentation,it’sgoingtobelongandboring.
¡ Youwouldn’tthinkhecouldsleepatnight.Thatman,he’sguilty.
¡ Someofthosepeople,theysmellfunny.
¡ Theyareallcorrupt,thosepoliticians!
¡ Wheredidhecomefrom,thatnewguy?
¡ They’reawful,aren’tthey,Mondaymornings?
¡ Identifywhichsentenceismoreformal.Underlineanyheadsortails.
§ 1a.Isn’tyoursisteranartist?§ 1b.Yoursister,she’sanartist,
isn’tshe?§ 2a.Robertisreallyquitenice.§ 2b.He’sreallyquitenice,
Robertis.
Addaheadortailtothesentencesbelow.Then,rewriteeachwithoutaheadortail.
3.Samanthaisagreatsinger,_______.4.______,canplaysoccerwell,can’the?5.______,itcostsonly100RMB,right?6.Youatealotoffoodtonight,_____.
¡ Headsintroducelistenerstoatopicbeforegivinginformationonthetopic.
¡ Headsallowspeakerstohighlightthetopictheywanttotalkaboutbeforecommenting,givingthespeakerandthelistenermoreprocessingtime.
§ (Cullen&Kuo2007).
¡ Tailsallowspeakerstoemphasizetheircomments.¡ Tailscanbeusedtoclarifythesubjectofthesentence
§ (Timmis2009).
FillersGiveyoutimetothink,
createapause,orindicatethatyou’renotfinished
talking.
BackchannelsShowyouarelisteningandunderstandwhatsomeone
elseissaying.
Fillers BackchannelsGiveyoutimetothink,createapauseorindicateyou’renotfinishedtalking.
Showyouarelisteningandunderstandwhatsomeoneissaying.
1.oh2.hmm3.ah4.um5.Isee6.uh7.uh-
huh8.er9.really10.eh
Fillers BackchannelsGiveyoutimetothink,createapauseorindicateyou’renotfinishedtalking.
Showyouarelisteningandunderstandwhatsomeoneissaying.
hmm,um,er,eh,uh
oh,ah,Isee,uh-huh,really
Additionalfillers:well,and,so
Additionalbackchannels:wow,yeah,yes
Oh Hmm Ah/Uh Um Well Isee Uh-huh Er Really Yeah/yes
¡ Manager:Jesse,I’vebeenmeaningtotalktoyou.Doyouhaveasecond?
¡ Jesse:Sure,What’sup?¡ Manager:Let’sgobacktotheofficeandsitdownbeforeyouget
intouniformforyourshift.¡ Jessie:OK!¡ Manager:Iwasjustdoingthepayrollforthelastpayperiodand
Inoticedthatyousignedinmorethan15minuteslateon3outofyourlast6shifts.Areyouhavingaproblemgettinghereafterschool?
¡ Jesse:Yes,IhavebeenhavingsometroublewithmymathclasswhichislastperiodandsometimesIhavetostayafewminutesafterclasstobesureIunderstandthehomeworkassignment.
¡ Fillerssignalthatthelistenerneedsalittletimetorespond
¡ Speakerscanusefillerstobuytimewhentheyhavenotfinishedspeaking§ (Willis,2003).
¡ Backchannelsletthelistenershowthattheyunderstandandwantthespeakertocontinue.
Whyteachthem?¡ Commoninconversation¡ Serveimportant
functions¡ Itwouldbeawkwardto
haveconversationswithoutthem(Willis,2003).
¡ Studentswhounderusethemmayhavedifficultyinnaturalcommunicationwithnativespeakers.
Fixedphrasesthatactasready-madelexicalunits,justlikewords
Createvaguenesswhenyoucannotbeordonotwanttobe
veryspecific
Modifytomodifyan
amountorbepolite
Markdiscoursestructures
toconnectideas
PossibleAnswers1.Bytheway2.Sortof3.abit4.speakingof5.alittlebit
6.Youknow7.stufflikethat8.kindof9.Imean10.AsIwassaying11.Orsomething12.quitealot13.plentyof
Createvaguenesswhenyoucannotbeordonotwanttobe
veryspecific
Modifytomodifyan
amountorbepolite
Markdiscoursestructures
toconnectideas
Sortof,kindof,stufflikethat,orsomething
Abit,alittlebit,
Quitealot,plentyof
Youknow,Imean,
asIwassaying,Bytheway,speakingof
Orso,moreorless,andsoon
Agreatdealof,alittle,alargenumberof,themajorityof
Ontheotherhand,basically,actually,
let’ssee
1. Findthephrasalchunkinthevideoclipsofconversations
2. Addphrasalchunkstoconversationsinthetextbookordialogueswrittenbystudents▪ Actoutthedialoguesfortheclass
MultipleGrammarfeaturesinoneexercise
¡ HaveSsinterviewanativespeakeroramoreadvancedspeakerofEnglishandrecordit.
¡ Havethemtranscribeitandhighlightthecharacteristicsofspokengrammarintheirtranscript.
¡ Toprepareforthis,Sscouldfirsttranscribeandanalyzetextsinclass
A:So,areyoufromLondon?B:Yep,Isuream.A:HowlonghaveyoulivedhereB:21years.A.Right,okay.So,uh,what’sthebestthingaboutit?B.Bestthing,there’salwayssomethingtodo,placestogo.There’slotsoftouristattractionsaroundhere.Um,things,that’sthemainthing,it’sthingstodo.YoucanneverbeboredinLondon.Alwaysplaces,thingstosee.
A:So,areyoufromLondon?B:Yep,Isuream.A:HowlonghaveyoulivedhereB:21years.(Ellipsis)A.Right,okay.So,uh,what’sthebestthingaboutit?(backchannel,filler)B.Bestthing,there’salwayssomethingtodo,placestogo.There’slotsoftouristattractionsaroundhere.Um,things,that’sthemainthing,it’sthingstodo.YoucanneverbeboredinLondon.(Yeah)Alwaysplaces,thingstosee.(head,filler,head,backchannel,ellipsis)
¡ DiscussfeaturesofspokenEnglish▪ Ellipsis▪ Heads▪ Tails▪ Fillers▪ Backchannels▪ PhrasalChunks
¡ DiscussRelevantPedagogicalIssues¡ Sharesomeactivitiesforteachingspokengrammar
Hilliard,Amanda(2014)SpokenGrammarandItsRoleintheEnglishClassroomInEnglishTeachingForum.(Vol52,4)
Availableat:www.americanenglish.state.gov
www.americanenglish.state.gov
Carter&McCarthy(1995).‘Spokengrammar:Whatisitandhowcanweteachit?’ELTJournal49(3),207–218.Cullen&Kuo(2007).‘SpokengrammarandELTcoursematerials:Amissinglink?’TESOLQuarterly41(2),361–386.Timmis(2009).‘“Tails”oflinguisticsurvival’.AppliedLinguistics31(3),325–345.
Willis(2003).Rules,patterns,andwords:GrammarandlexisinEnglishlanguageteaching.Cambridge,England:CambridgeUniversityPress