Spoken English, TESOL and Applied Linguistics Also by Rebecca Hughes ENGLISH IN SPEECH AND WRITING: Investigating Language and Literature EXPLORING GRAMMAR IN CONTEXT (co-author) TEACHING AND RESEARCHING SPEAKING EXPLORING WRITTEN ENGLISH Spoken English, TESOL and Applied Linguistics Challenges for Theory and Practice Edited by Rebecca Hughes University of Nottingham Editorial matter and selection © Rebecca Hughes 2006 Chapters © contributors 2006 Softcover reprint of the hardcover 1st edition 2006 978-1-4039-3632-5 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. First published in hardcover 2006 First published in paperback 2008 by PALGRAVE MACMILLAN Houndmills, Basingstoke, Hampshire RG21 6XS and 175 Fifth Avenue, New York, N.Y. 10010 Companies and representatives throughout the world PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St. Martin’s Press, LLC and of Palgrave Macmillan Ltd. Macmillan® is a registered trademark in the United States, United Kingdom and other countries. Palgrave is a registered trademark in the European Union and other countries. ISBN 978-0-230-21704-1 ISBN 978-0-230-58458-7 (eBook) DOI 10.1057/9780230584587 This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. A catalogue record for this book is available from the British Library. Library of Congress Cataloging-in-Publication Data Spoken English, TESOL, and applied linguistics : challenges for theory and practice / edited by Rebecca Hughes p. cm. Includes bibliographical references and index. 1. English language–Study and teaching–Foreign speakers. 2. English language–Spoken English–Study and teaching. 3. English language– Pronunciation–Study and teaching. 4. English language–Pronunciation by foreign speakers. I. Hughes, Rebecca, 1962– PE1128.A2S643 2005 428(cid:2).0071–dc22 2005050963 10 9 8 7 6 5 4 3 2 1 17 16 15 14 13 12 11 10 09 08 Contents List of Tables and Figures x Acknowledgements xii Notes on the Contributors xiii Introduction xvii PART I ATTITUDES AND IDEOLOGIES 1 Uncovering the sociopolitical situatedness of accents 3 in the World Englishes paradigm Jasmine C.M. Luk and Angel M.Y. Lin Introduction: Englishes in a world tug-of-war 3 Accent and World Englishes 6 Positioning postcolonial Hong Kong in the 7 WE paradigm: speculations and realities Moving away from the WE paradigm? Signifying 9 practices in postcolonial Hong Kong Uncovering the sociopolitics in hegemonic 12 privileging of BANA-centric accents in postcolonial Hong Kong Deconstructing the BANA-centric hegemony of 15 English in Hong Kong: its likelihood of success Towards three reform paradigms: assessment, research, 16 and curriculum Conclusion 19 Notes 19 Bibliography 20 2 What the other half gives: the interlocutor’s role in 23 non-native speaker performance Stephanie Lindemann Introduction 23 It takes (at least) two to converse 24 ‘Hearing with an accent’ may not require interaction 28 with the speaker ‘Hearing with an accent’ may not require negative 31 attitudes to the speaker v vi Contents Expectations may influence reactions to non-native 34 speakers in conflicting ways Implications 36 Appendix 45 Note 46 Bibliography 46 PART II PROSODY: NEW MODELS FOR MEANING 3 Reading aloud 53 Wallace Chafe Introduction 53 The nature of reading aloud 54 Conference practices 57 Listenability 58 An example 59 The role of prosody 62 Another example 64 Silent reading 66 Conclusion 69 Bibliography 70 4 Intonational meaning starting from talk 72 Ann Wennerstrom Introduction 72 Theoretical models of intonational meaning 74 Intonation and the discourse of language learners 77 Sample analyses 80 Conclusion 92 Appendix 94 Notes 94 Bibliography 94 5 A review of recent research on speech rhythm: 99 some insights for language acquisition, language disorders and language teaching Ee Ling Low Early research on speech rhythm 99 Recent research on speech rhythm 102 Applications of rhythmic indexes 117 Conclusion 122 Notes 122 Bibliography 122 Contents vii 6 Factors affecting turn-taking behaviour: genre 126 meets prosody Rebecca Hughes and Beatrice Szczepek Reed Introduction 126 Previous literature on turn-taking 126 Towards an understanding of what speakers must know 129 Exploring the hypotheses through instances of 132 turn-taking Conclusion 136 Appendix 138 Notes 139 Bibliography 139 PART III SPOKEN DISCOURSE AND LANGUAGE PEDAGOGY 7 Spoken discourse, academics and global English: 143 a corpus perspective Anna Mauranen Introduction 143 Speaking and language 144 Speaking, the corpus and the classroom 148 Speaking English in today’s world 151 Conclusion 154 Bibliography 155 8 Spoken grammar: vague language and EAP 159 Joan Cutting Introduction 159 Discourse analysis 160 Pedagogical grammars 171 Language learning theory, teaching methodology 172 and EFL coursebooks Conclusion 177 Appendix 177 Bibliography 179 9 Reflecting on reflections: the spoken word as a 182 professional development tool in language teacher education Fiona Farr Introduction 182 Reflective practice and action research 183 viii Contents The reflective practices of language teacher educators 185 The emerging role of teacher educators 186 The role of language 187 Language in context, genre and communities 189 of practice The place of computerized spoken corpora 191 The genre of POTTI: a qualitative analysis 193 Participation and interactivity in POTTI 204 Conclusion 207 Appendix 208 Bibliography 208 10 Analyzing classroom discourse: a variable approach 216 Steve Walsh Introduction 216 Why study classroom discourse? 217 What are the features of L2 classroom discourse? 218 How can classroom discourse be investigated? 223 Conclusion 238 Bibliography 238 PART VI ASSESSING SPEAKING 11 Pronunciation and the assessment of spoken language 245 John M. Levis Introduction 245 How diagnostic assessment can inform proficiency 246 assessment Why pronunciation accuracy should not be assessed 248 Intelligibility and comprehensibility: the key to 252 pronunciation assessment Listener factors 259 Fluency and assessment 261 Conclusion 267 Note 267 Bibliography 268 12 Local and dialogic language ability and its 271 implication for language teaching and testing Marysia Johnson Gerson Introduction 271 Key concepts of Vygotsky’s sociocultural theory and 272 Bakhtin’s literary theory Contents ix Some implications of local and dialogic ability for 279 language teaching and testing Note 285 Bibliography 285 Index 287