Speaking in a second language / edited by Rosa Alonso Alonso.

Format:

Book

Contributor:

Alonso Alonso, Rosa, ed. lit.

Series:

AILA applied linguistics series ; 17.

AILA Applied Linguistics Series (AALS), 1875-1113 ; 17

Language:

English

Physical Description:

257 pág.

Edition:

1st ed.

Place of Publication:

Amsterdam, [Netherlands] ; Philadelphia, [Pennsylvania] : John Benjamins Publishing Company, 2018.

Summary:

The book provides a novel approach to the study of speaking in a second language by combining recent findings in usage-based linguistics with current issues in teaching.

Contents:

Intro

Speaking in a Second Language

Editorial page

Title page

LCC data

Table of contents

Preface

Chapter 1 Sociolinguistic competence and the acquisition of speaking

Introduction and overview

Linguistic variation and speaking in learner grammars

L2 speaking and the acquisition of sociolinguistically-variable sounds

L2 speaking and the acquisition of sociolinguistically variable morphosyntactic structures

Current issues in sociolinguistic competence and speaking

L2 speaking and the role of lexical frequency

L2 speaking and the role of geographic variation

L2 speaking and the role of language attitudes

Pedagogical implications

Conclusions

References

Chapter 2 Speaking, interactional competencies, and mediated action

Introduction

Conceptual background

Acquiring "speaking": Abstractness vs. situatedness

Dimensions of IC

IC and mediated action

Developing IC through concept-based pragmatics instruction

Background

Orientation, execution, control

Exemplar 1. van Compernolle (2014a)

Exemplar 2. van Compernolle &amp

Henery (2014)

Exemplar 3. van Compernolle, Gomez-Laich, &amp

Weber (2016)

IC as the source and driver of development

Conclusion

Appendix A.Power diagram

Appendix B. Simple transcription conventions

Appendix C. Conversation analysis transcription conventions

Chapter 3 Gesture and speaking a second language

Co-speech gestures

Speech-linked gestures and emblems

Importance of gesture for understanding and facilitating L2 speaking

Assessment, communicative competence, and emblems

Learners' gestures and their functions

Summary

Other areas for further research

Beat gestures

Emblems

Head movements

Teaching of beat gestures, emblems, and head movements in the L2 classroom.

Beat gestures

Chapter 4 L2 talk as social accomplishment

Interaction and SLA research

Ethnomethodology and conversation analysis 3.This section is revised and updated from Markee (2011).

Socially distributed cognition

Empirical data

Showcasing embedded, embodied, and extended cognition

Collaborative word searches 4.The introduction to word searches and the analysis of Extract 4 are based on Eskildsen (2018).

Collaborative completion

Embedded, embodied, and extended cognition in learning over time

Discussion and conclusion

Glossary

Transcription conventions

Chapter 5 The acquisition of L2 speaking A dynamic perspective

A complex dynamic systems theory account of L2 speaking

Complex dynamic subsystems

Variability

A twin study in speaking development 1.The data we use as example in this section was discussed previously in Chan, Verspoor, and Vahtrick (2015) and Lowie et al. (2017)

Participants

Materials

Measures

Data analysis

Results

MLT/spoken

VocD/spoken

Appendix

Gloria 1 (257 words)

Gloria 101 (309 words)

Grace 1 (176 words)

Grace 101 (266 words)

Chapter 6 Exploring the spoken learner English constructicon A corpus-driven approach

1.Introduction: Construction Grammar and learner speech

2. Part-of-speech tagging to explore a constructicon

3. Corpora and methodology

4.A corpus-driven analysis of LINDSEI's constructicon

4.1Single POS tags

4.2Top POS n-grams

5.Methodological afterthoughts

6.Concluding remarks

AppendixSimplified version of the C7 tagset

Chapter 7 Creating and using the space for speaking within the foreign language classroom What, why and how?.

Introduction

Background to the problem

Attempting to address the problem

The shape of spoken language

Speaking as process

Tasks for learning speaking

Constructing a task

Internal task structure

The use of oral tasks in relation to teacher-class discourse

Chapter 8 Code-switching in the Spanish heritage language classroom Communicative and cognitive functions

The study

Setting

Data collection

Functions of English in the Spanish heritage language classroom

Metacognitive function

Metalinguistic function

Conversational function

Conclusions and pedagogical implications

Chapter 9 The Mirroring Project Improving suprasegmentals and intelligibility in ESL presentations

Review of relevant research on L2 pronunciation

Phonology in speaking a L2: Impact of empathy, accommodation, identity, and emotion

Suprasegmental phonology: Intelligibility in spoken L2 discourse

Pedagogy on pronunciation to improve intelligibility

A pedagogical study

Participant

Pedagogical treatment

Results of acoustic analysis

Time 1. Micro-teaching

Time 2.Trial mirroring

Time 3.Final mirroring

Results of perceptual analysis

Discussion and pedagogical implications

Appendix A.Pedagogical steps in using the mirroring project

Appendix B. Mirroring Project grading rubric

Appendix C:Mary's body movements signaling prominence at Times 1, 2 and 3

Chapter 10 Speaking in a second language Where are we now?

Traditional approaches to L2 speaking

Current approaches to L2 speaking

Speaking as a social and cognitive construct

Usage-based inspired pedagogy on speaking

Future directions

Conclusion.

References

Index.

Notes:

Referencias bibliográficas al final de cada capítulo e índice.

Description based on print version record and CIP data provided by publisher; resource not viewed.

ISBN:

9789027264329