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This book presents a corpus-based study of spoken learner language produced by university-level ESL students in the classroom. Using contemporary theories as a guide and employing cutting-edge corpus analysis tools and methods, the authors analyse a variety of learner speech to offer many new insights into the nature and characteristics of the spoken language of college ESL learners. Focusing on types of speech that are rarely examined, this original work makes a significant contribution to the study and understanding of ESL spoken language at university level. It will appeal to students and scholars of applied linguistics, corpus linguistics, second language acquisition and discourse analysis.
List of contents
- I. Introduction.- Chapter 1. Exploring Spoken English Learner Language Using Corpora.- Chapter 2. Corpora of Spoken Academic Discourse and Learner Talk: A Survey.- II. Learner Talk in the Classroom.- Chapter 3. Learner (and Teacher) Talk in EAP Classroom Discourse.- Chapter 4. Hedging and Boosting in EAP Classroom Discourse.- Chapter 5. You, I and We: Personal Pronouns in EAP Classroom Discourse.- Chapter 6. This/that, Here/there: Spatial Deixis in EAP Classroom Discourse.- III. Learner Talk in Language Experience Interviews.- Chapter 7. Exploring Learner Talk in English Interviews.- Chapter 8. Thematic Cluster Analysis of the L2 Experience Interview Corpus.- Chapter 9. Psychosocial Dimensions of Learner Language.- Chapter 10. Profiles of Experience in Learner Talk.- IV. Learner Talk in Peer Response Activities.- Chapter 11. Understanding Learner Talk about Writing: Using the L2PR Corpus.- Chapter 12. Social Dynamics using Peer Response: Patterns of Interaction in the L2PR Corpus.- Chapter 13. Linguistic Features of Collaboration in Peer Response: Modal Verbs as Stance Markers.- V. Conclusion and Future Directions.- Chapter 14. Corpus-Based Studies of Learner Talk: Conclusion and Future Directions.
About the author
Eric Friginal is Associate Professor of Applied Linguistics and Director of International Programs at Georgia State University, USA. His research specialisms include applied corpus linguistics, sociolinguistics, bilingual education and cross-cultural communication.
Joseph J. Lee is Assistant Director of the English Language Improvement Program and Director of the ELIP Center for Academic Communication in the Department of Linguistics, Ohio University, USA.
Brittany Polat is an independent Applied Linguistics and ESL researcher based in Lakeland, Florida, USA.
Audrey Roberson is Assistant Professor of Education at the Hobart and William Smith Colleges, New York, USA.
Summary
This book presents a corpus-based study of spoken learner language produced by university-level ESL students in the classroom. Using contemporary theories as a guide and employing cutting-edge corpus analysis tools and methods, the authors analyse a variety of learner speech to offer many new insights into the nature and characteristics of the spoken language of college ESL learners. Focusing on types of speech that are rarely examined, this original work makes a significant contribution to the study and understanding of ESL spoken language at university level. It will appeal to students and scholars of applied linguistics, corpus linguistics, second language acquisition and discourse analysis.
Additional text
“It contributes substantially to the domain of educational linguistics, presenting educators and practitioners with valuable insights into the linguistic features of spoken language that, in our view, can help enhance the effectiveness of their pedagogies. … the book is highly recommended to all researchers and language teachers interested in spoken English learner language.” (Tan Jin and Zhan Shi, Applied Linguistics, Vol. 40 (6), December, 2019)
Report
"It contributes substantially to the domain of educational linguistics, presenting educators and practitioners with valuable insights into the linguistic features of spoken language that, in our view, can help enhance the effectiveness of their pedagogies. ... the book is highly recommended to all researchers and language teachers interested in spoken English learner language." (Tan Jin and Zhan Shi, Applied Linguistics, Vol. 40 (6), December, 2019)
