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The grammar of conversation in advanced spoken learner English: Learner corpus data and language-pedagogical implications

  • Joybrato Mukherjee
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Corpora and Language Teaching
This chapter is in the book Corpora and Language Teaching

Abstract

The present paper focuses on aspects of what has been labelled the ‘grammar of conversation’ in the Longman Grammar of Spoken and Written English (1999), i.e. syntactic features that are typical of spontaneous spoken language. Specifically, this paper will present some findings of three case studies of lexicogrammatical forms and structures in advanced German learners’ use of spoken English, including verb-noun collocations, the discourse marker you know and performance phenomena such as repetitions and contractions. The case studies are all based on the German component of the Louvain International Database of Spoken English Interlanguage (LINDSEI). The linguistic findings are taken as a starting-point for a discussion of language-pedagogical implications and applications, especially with regard to possible ways of teaching and learning the grammar of conversation in the EFL classroom.

Abstract

The present paper focuses on aspects of what has been labelled the ‘grammar of conversation’ in the Longman Grammar of Spoken and Written English (1999), i.e. syntactic features that are typical of spontaneous spoken language. Specifically, this paper will present some findings of three case studies of lexicogrammatical forms and structures in advanced German learners’ use of spoken English, including verb-noun collocations, the discourse marker you know and performance phenomena such as repetitions and contractions. The case studies are all based on the German component of the Louvain International Database of Spoken English Interlanguage (LINDSEI). The linguistic findings are taken as a starting-point for a discussion of language-pedagogical implications and applications, especially with regard to possible ways of teaching and learning the grammar of conversation in the EFL classroom.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Introduction: Corpora and language teaching 1
  5. Part 1. Corpora and second-language acquisition
  6. The contribution of learner corpora to second language acquisition and foreign language teaching: A critical evaluation 13
  7. Some thoughts on corpora and second-language acquisition 33
  8. Part 2. The direct corpus approach
  9. Who benefits from learning how to use corpora? 47
  10. Oslo Interactive English : Corpus-driven exercises on the Web 67
  11. Corpus research and practice: What help do teachers need and what can we offer? 83
  12. Part 3. The indirect corpus approach
  13. Themes in Swedish advanced learners' writing in English 101
  14. Thematic choice and expression of stance in English argumentative texts by Norwegian learners 121
  15. The usefulness of corpus-based descriptions of English for learners: The case of relative frequency 141
  16. Part 4. New types of corpora
  17. Income/interest/net : Using internal criteria to determine the aboutness of a text 157
  18. New types of corpora for new educational challenges: Collecting, annotating and exploiting a corpus of textbook material 179
  19. The grammar of conversation in advanced spoken learner English: Learner corpus data and language-pedagogical implications 203
  20. Index 231
https://doi.org/10.1075/scl.33.17muk

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Introduction: Corpora and language teaching 1
  5. Part 1. Corpora and second-language acquisition
  6. The contribution of learner corpora to second language acquisition and foreign language teaching: A critical evaluation 13
  7. Some thoughts on corpora and second-language acquisition 33
  8. Part 2. The direct corpus approach
  9. Who benefits from learning how to use corpora? 47
  10. Oslo Interactive English : Corpus-driven exercises on the Web 67
  11. Corpus research and practice: What help do teachers need and what can we offer? 83
  12. Part 3. The indirect corpus approach
  13. Themes in Swedish advanced learners' writing in English 101
  14. Thematic choice and expression of stance in English argumentative texts by Norwegian learners 121
  15. The usefulness of corpus-based descriptions of English for learners: The case of relative frequency 141
  16. Part 4. New types of corpora
  17. Income/interest/net : Using internal criteria to determine the aboutness of a text 157
  18. New types of corpora for new educational challenges: Collecting, annotating and exploiting a corpus of textbook material 179
  19. The grammar of conversation in advanced spoken learner English: Learner corpus data and language-pedagogical implications 203
  20. Index 231
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