By Rebecca Hughes
Leading researchers within the box of spoken discourse and language educating provide an empirically educated, issues-based dialogue of the current country of analysis into spoken language. They handle many of the advanced and profitable possibilities provided through those rising insights for language schooling and, particularly, for TESOL. They ask even if new information and facts that spoken discourse is a particular style will problem latest language theories and instructing. What may be the useful results for curriculum, educating methods, fabrics and evaluate? A stimulating source for researchers and for pro and scholar language teachers.
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Extra info for Spoken English, Tesol and Applied Linguistics: Challenges for Theory and Practice
Sample text
A study by Janet Anderson-Hsieh and Kenneth Koehler (1988) suggests that there is a relationship between listener attitude and noninteractive comprehension of connected speech. They recorded three male native speakers of Chinese at different levels of speaking proficiency reading brief passages on fairly obscure (but not very difficult) academic topics. Each speaker read two passages at a slow speed, a medium speed, and a fast speed. Native-speaking undergraduates listened to a subset of the recordings.
Apart from understanding the issue from Bourdieu’s capital theory, we might be able to find some insights from a postcolonial mentality labelled as ‘post-colonial re-membering’ (Gandhi, 1998). e. g. the US and UK) who have often portrayed themselves as ‘the disinterested purveyor of cultural enlightenment and reform’ (Gandhi, 1998: 14), or, in Phillipson’s (2000a: 98) words, ‘altruistic’ in their foreign language policy. When the colonizers had left, people in the former colony may suffer a ‘stigma of unauthenticity’ because ‘[t]he Europe they [that is, the colonized] know and value so intimately is always elsewhere.
In A. ), Englishes in Asia: Communication, Identity, Power & Education (Australia: Language Australia) 29–62. Lippi-Green, R. (1997) English With An Accent: Language, Ideology, and Discrimination in the United States (London and New York: Routledge). H. K. G. Eggington (eds), The Sociopolitics of English (Clevedon: Multilingual Matters). M. (1998) ‘Hong Kong students’ awareness of and reactions to accent differences’, Multilingua, 17, 1: 93–106. M. (2001) ‘Exploring the sociocultural implications of the Native English-speaker Teacher Scheme in Hong Kong through the eyes of the students’, Asia-Pacific Journal of Language in Education, 4, 2: 19–50.