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Surveying pragmatic performance during a study abroad stay: A cross-sectional look at the language of spoken requests
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Surveying pragmatic performance during a study abroad stay: A cross-sectional look at the language of spoken requests
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Literary dialogues as models of conversation in English Language Teaching
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Using computer-assisted language learning (CALL) tools to enhance output practice
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The teaching and learning of lexical chunks: a comparison of receptive and productive practice
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Explicit instruction of spoken requests: an examination of pre-departure instruction and the study abroad environment
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The Effect of Input Enhancement on Vocabulary Learning: Is There An Impact upon Receptive And Productive Knowledge?
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Gaming well: links between videogames and flourishing mental health
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Pushed and Non-pushed Speaking Tasks in an EAP Context: What Are the Benefits for Linguistic Processing and Accuracy?
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What makes a successful spoken request? Using corpus tools to analyse learner language in a UK EAP context
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Leave It Out! The Use of Soap Operas as Models of Spoken Discourse in the ELT Classroom
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Teaching spoken discourse markers explicitly: A comparison of III and PPP
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Abstract:
This article reports on mixed methods classroom research carried out at a British university. The study investigates the effectiveness of two different explicit teaching frameworks, Illustration – Interaction – Induction (III) and Present – Practice – Produce (PPP) used to teach the same spoken discourse markers (DMs) to two different groups of Chinese learners and compared to a control group. Univariate analysis of the pre- and post- tests indicated statistically significant differences between the PPP group and III/control groups in terms of a higher mean usage of the target DMs in the immediate post-test. Qualitative results demonstrated that the PPP group generally found this method to be more useful, which tallied with their better performances in the tests. Both groups also articulated a desire for a different kind of practice to be used in class, based on rehearsal forreal world tasks. This suggests a need to re-conceptualise practice within III, PPP or other teaching frameworks.
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URL: http://livrepository.liverpool.ac.uk/3001472/ http://livrepository.liverpool.ac.uk/3001472/1/III%20PPP%20DMs.pdf
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What makes a successful spoken request? Using corpus tools to analyse learner language in a UK EAP context.
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