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1

Spoken grammar awareness raising: Does it affect the listening ability of Iranian EFL learners?

100%

Rashtchi M., Afzali M.

Studies in Second Language Learning and Teaching

|

2011

|

vol. 1

|

issue 4

515-531

EN

Advances in spoken corpora analysis have brought about new insights into language pedagogy and have led to an awareness of the characteristics of spoken language. Current findings have shown that grammar of spoken language is different from written language. However, most listening and speaking materials are concocted based on written grammar and lack core spoken language features. The aim of the present study was to explore the question whether awareness of spoken grammar features could affect learners’ comprehension of real-life conversations. To this end, 45 university students in two intact classes participated in a listening course employing corpus-based materials. The instruction of the spoken grammar features to the experimental group was done overtly through awareness raising tasks, whereas the control group, though exposed to the same materials, was not provided with such tasks for learning the features. The results of the independent samples t tests revealed that the learners in the experimental group comprehended everyday conversations much better than those in the control group. Additionally, the highly positive views of spoken grammar held by the learners, which was elicited by means of a retrospective questionnaire, were generally comparable to those reported in the literature.

2

Spoken grammar awareness raising: Does it affect the listening ability of Iranian EFL learners?

100%

Rashtchi M., Afzali M.

Studies in Second Language Learning and Teaching

|

2011

|

vol. 1

|

issue 4

515-531

EN

Advances in spoken corpora analysis have brought about new insights into language pedagogy and have led to an awareness of the characteristics of spoken language. Current findings have shown that grammar of spoken language is different from written language. However, most listening and speaking materials are concocted based on written grammar and lack core spoken language features. The aim of the present study was to explore the question whether awareness of spoken grammar features could affect learners’ comprehension of real-life conversations. To this end, 45 university students in two intact classes participated in a listening course employing corpus-based materials. The instruction of the spoken grammar features to the experimental group was done overtly through awareness raising tasks, whereas the control group, though exposed to the same materials, was not provided with such tasks for learning the features. The results of the independent samples t tests revealed that the learners in the experimental group comprehended everyday conversations much better than those in the control group. Additionally, the highly positive views of spoken grammar held by the learners, which was elicited by means of a retrospective questionnaire, were generally comparable to those reported in the literature.

3

Investigating L2 spoken English through the role play learner corpus

88%

Nava A., Pedrazzini L.

Studies in Second Language Learning and Teaching

|

2011

|

vol. 1

|

issue 1

37-56

EN

We describe an exploratory study carried out within the University of Milan, Department of English the aim of which was to analyse features of the spoken English of first-year Modern Languages undergraduates. We compiled a learner corpus, the “Role Play” corpus, which consisted of 69 role-play interactions in English carried out by first-year students at B1+-B2 levels according to the Common European Framework of Reference. The analysis focused on the students’ use of two features of spoken English grammar, tails and the discourse markers ‘yes’ and ‘yeah’. Instances of these features from the data were compared with examples of British native speaker, learner and Italian native speaker usage. Preliminary findings pointed to the role of the students’ first language, L2 proficiency and specific task features in the range and frequency of these phenomena as well as in the functions they deployed in the spoken discourse of the informants.

4

Investigating L2 spoken English through the role play learner corpus

88%

Nava A., Pedrazzini L.

Studies in Second Language Learning and Teaching

|

2011

|

vol. 1

|

issue 1

37-56

EN

We describe an exploratory study carried out within the University of Milan, Department of English the aim of which was to analyse features of the spoken English of first-year Modern Languages undergraduates. We compiled a learner corpus, the “Role Play” corpus, which consisted of 69 role-play interactions in English carried out by first-year students at B1+-B2 levels according to the Common European Framework of Reference. The analysis focused on the students’ use of two features of spoken English grammar, tails and the discourse markers ‘yes’ and ‘yeah’. Instances of these features from the data were compared with examples of British native speaker, learner and Italian native speaker usage. Preliminary findings pointed to the role of the students’ first language, L2 proficiency and specific task features in the range and frequency of these phenomena as well as in the functions they deployed in the spoken discourse of the informants.

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4 Studies in Second Language Learning and Teaching

2 Afzali M.

2 Nava A.

2 Pedrazzini L.

2 Rashtchi M.

4 2011

Spoken grammar awareness raising: Does it affect the listening ability of Iranian EFL learners?

Spoken grammar awareness raising: Does it affect the listening ability of Iranian EFL learners?

Investigating L2 spoken English through the role play learner corpus

Investigating L2 spoken English through the role play learner corpus