Relevant bibliographies by topics / Functional spoken English

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Functional spoken English'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Functional spoken English.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Functional spoken English"

1

Jiao, Fengming, Jiao Song, Xin Zhao, Ping Zhao, and Ru Wang. "A Spoken English Teaching System Based on Speech Recognition and Machine Learning." International Journal of Emerging Technologies in Learning (iJET) 16, no. 14 (July 28, 2021): 68. http://dx.doi.org/10.3991/ijet.v16i14.24049.

Full text
Abstract:
The learning model and environment are two major constraints on spoken English learning by Chinese learners. The maturity of computer-aided language learning brings a new opportunity to spoken English learners. Based on speech recognition and machine learning, this paper designs a spoken English teaching system, and determines the overall architecture and functional modules of the system according to the system’s functional demand. Specifically, MATLAB was adopted to realize speech recognition, and generate a speech recognition module. Combined with machine learning algorithm, a deep belief network (DBN)-support vector machine (SVM) model was proposed to classify and detect the errors in pronunciation; the module also scores the quality and corrects the errors in pronunciation. This model was extended to a speech evaluation module was created. Next, several experiments were carried out to test multiple attributes of the system, including the accuracy of pronunciation classification and error detection, recognition rates of different environments and vocabularies, and the real-timeliness of recognition. The results show that our system achieved good performance, realized the preset design goals, and satisfied the user demand. This research provides an important theoretical and practical reference to transforming English teaching method, and improving the spoken English of learners.
APA, Harvard, Vancouver, ISO, and other styles
2

Sgall, Petr. "Functional sentence perspective in written and spoken communication. Studies in English Language." Journal of Pragmatics 32, no. 5 (April 2000): 639–44. http://dx.doi.org/10.1016/s0378-2166(99)00023-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gilner, Leah, and Frank Morales. "FUNCTIONAL LOAD: TRANSCRIPTION AND ANALYSIS OF THE 10,000 MOST FREQUENT WORDS IN SPOKEN ENGLISH." Buckingham Journal of Language and Linguistics 3 (September 16, 2010): 135–62. http://dx.doi.org/10.5750/bjll.v3i0.27.

Full text
Abstract:
Not all aspects of a language have equal importance for speakers or for learners. From the point of view of language description, functional load is a construct that attempts to establish quantifiable hierarchies of relevance among elements of a linguistic class. This paper makes use of analyses conducted on the 10-million-word spoken subcorpus of the British National Corpus in order to characterize what amounts to approximately 97% of the phonological forms and components heard and produced by fluent speakers in a range of contexts. Our aim is to provide segmental, sequential, and syllabic level rankings of spoken English that can serve as the basis for reference and subsequent work by language educators and researchers.
APA, Harvard, Vancouver, ISO, and other styles
4

Liu, Jixin, and Xiaoting Li. "Clausal Realization of Hedges in Teacher Talk." International Journal for Innovation Education and Research 5, no. 5 (May 31, 2017): 113–20. http://dx.doi.org/10.31686/ijier.vol5.iss5.695.

Full text
Abstract:
Hedges as a linguistic device has been studied from different perspectives since Lakoff proposed this linguistic concept. The preceding researches focused on definition, classification and research domain of hedges. This thesis is aimed at the application of hedges by teachers in the spoken English class context through classroom observation and transcription from the teacher-student interaction. Based on the functional analysis of the excerpts from the spoken English classes, pedagogical implications of hedge use are illuminated. Thus, teachers can motivate the classroom participation on the part of students in thinking and speaking.
APA, Harvard, Vancouver, ISO, and other styles
5

Berg, Kristian, Franziska Buchmann, Katharina Dybiec, and Nanna Fuhrhop. "Morphological spellings in English." Written Language and Literacy 17, no. 2 (September 22, 2014): 282–307. http://dx.doi.org/10.1075/wll.17.2.05ber.

Full text
Abstract:
Morphologically motivated spellings in English are usually thought to be restricted to cases like 〈electric – electrician – electricity〉, where the stem final letter 〈c〉 is kept constant in spelling although the corresponding phoneme varies in spoken language. However, there are many more – and fundamentally different – spellings that refer to morphological information. We will show this by systematically going through the three major parts of morphology: inflection, derivation, and compounding. In each area, we will identify spellings that can best be explained with reference to morphology. As a result, we will present an overview of formal and functional means of morphological spellings which goes far beyond the ubiquitous example cited above. Keywords: English; spelling; writing system; morphology; stem constancy
APA, Harvard, Vancouver, ISO, and other styles
6

Biber, Douglas, Mark Davies, James K. Jones, and Nicole Tracy-Ventura. "Spoken and written register variation in Spanish: A multi-dimensional analysis." Corpora 1, no. 1 (May 2006): 1–37. http://dx.doi.org/10.3366/cor.2006.1.1.1.

Full text
Abstract:
There have been few comprehensive analyses of register variation conducted in a European language other than English. Spanish provides an ideal test case for such a study: Spanish is a major international language with a long social history of literacy, and it is a Romance language, with interesting linguistic similarities to, and differences from, English. The present study uses Multi-Dimensional (MD) analysis to investigate the distribution of a large set of linguistic features in a wide range of spoken and written registers: 146 linguistic features in a twenty-million words corpus taken from nineteen spoken and written registers. Six primary dimensions of variation are identified and interpreted in linguistic and functional terms. Some of these dimensions are specialised, without obvious counterparts in the MD analyses of other languages (e.g., a dimension related to discourse with a counterfactual focus). However, other Spanish dimensions correspond closely to dimensions identified for other languages, reflecting functional considerations such as interactiveness, personal stance, informational density, argumentation, and a narrative focus.
APA, Harvard, Vancouver, ISO, and other styles
7

Maslauskienė, Greta. "Combinatory potential of contrastive discourse markers in English and Lithuanian: a semantic functional analysis." Lietuvių kalba, no. 14 (June 10, 2020): 1–22. http://dx.doi.org/10.15388/lk.2020.22464.

Full text
Abstract:
Although numerous studies have concentrated on individual discourse markers (henceforth, DMs) or their classes, little attention has been paid to their combinations, especially from a cross-linguistic perspective. Most of the studies are based on the English language data, whereas the combinatory potential of DMs in other languages remains largely unexplored. The present corpus-based study focuses on combinations of contrastive discourse markers (henceforth, CDMs) in English and Lithuanian by adopting Fraser’s (2013) approach to DMs. The aim of the study is to investigate the combinatory potential of CDMs in English and Lithuanian academic discourse, spoken discourse and fiction. The study presents a list of CDM combinations used in English and Lithuanian and investigates their semantic-pragmatic profile.
APA, Harvard, Vancouver, ISO, and other styles
8

Wang, Ying. "Lexical bundles in spoken academic ELF." International Journal of Corpus Linguistics 22, no. 2 (September 22, 2017): 187–211. http://dx.doi.org/10.1075/ijcl.22.2.02wan.

Full text
Abstract:
Abstract This corpus-based study explored the effects of two factors – genre (i.e. speech event type) and disciplinary variation – on spoken academic ELF, from the perspective of lexical bundles (i.e. recurrent word combinations). The material was drawn from a corpus of transcribed spoken academic lingua franca English (ELFA). The investigation involved a quantitative analysis of the use of four-word bundles, in terms of frequency, form, and function, across a range of genres (academic lectures and seminars) and disciplines (Medicine, Social Sciences, Natural Sciences). A qualitative analysis was also carried out to give an in-depth account of functional variations associated with one particular lexical bundle I don’t know if. The results demonstrated that genre and discipline are two important factors that cannot be ignored in understanding academic ELF communication and idiomaticity, and lexical bundles provide useful glimpses on genre and disciplinary variation that are worth following up.
APA, Harvard, Vancouver, ISO, and other styles
9

WOO, BRENT. "Innovation in functional categories: slash, a new coordinator in English." English Language and Linguistics 23, no. 3 (December 28, 2017): 621–44. http://dx.doi.org/10.1017/s1360674317000557.

Full text
Abstract:
This article presents an analysis of the distribution and syntactic behavior of the English expression slash, as in John is a linguist slash musician. The interpretation of this ‘effable slash’ is largely equivalent to intersective and, but it differs from other connective devices like Latin cum, N–N compounding and the orthographic slash </>. A corpus study of American English finds that slash is productive in this use. Its syntactic properties confirm its status as coordinator, but it is distinguished from standard coordinators and and or, in that it imposes category restrictions on the conjuncts: it cannot coordinate full clauses or noun phrases with determiners. I propose that words like slash, period and quote form a class of ‘effable punctuation’ that entered the spoken language from writing. In sum, by incorporating slash into the grammar of English, I argue that slash is a rare example of innovation in a ‘very closed’ functional category.
APA, Harvard, Vancouver, ISO, and other styles
10

Malyuga, Elena N., and Michael McCarthy. "“No” and “net” as response tokens in English and Russian business discourse: In search of a functional equivalence." Russian Journal of Linguistics 25, no. 2 (December 15, 2021): 391–416. http://dx.doi.org/10.22363/2687-0088-2021-25-2-391-416.

Full text
Abstract:
The literature on English suggests that turn-initial no fulfils a variety of discourse-pragmatic functions beyond its use as a negative response to polar questions. We cannot assume that the same range or distribution of functions is realised by its nearest Russian equivalent, net . Hence, investigating the contrasts and similarities in the nomenclature and distribution of functions of no and net should pose an important research problem for various discourses, and especially for business discourse with its focus on goal-orientation and productive interpersonal relations requiring adequate interlingual interaction. The study examines how no and net occur in two corpora of spoken business/professional discourse in order to establish their functional comparability and reveal the differences in their use. The article draws on data from the Cambridge and Nottingham Spoken Business English Corpus and the Russian National Corpus analysed using a combination of corpus linguistics, conversation analysis and discourse analytical approaches. Study results show some overlap between the functions of the response particles in English and Russian, and some differences. The findings suggest that no / net display a number of functions connected with conversational continuity, topic management, turn-taking and hedging. The distribution and functions of no/net in the English and Russian data are similar, with the Russian data showing a preference for floor-grabbing no -initiated turns. Translation equivalence is not always fully applicable between no and net . A mixed methodology generates results which suggest that fruitful insights can be gained from English and Russian corpus data. The issues of the use of no and нет in English and Russian business discourses can be further investigated using the suggested data and conclusions.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Functional spoken English"

1

Thuoc, Bui Duc, and n/a. "Teaching functional spoken English at the Hanoi Foreign Languages Teachers' Training College." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.133858.

Full text
Abstract:
The English language occupied a specially important status in the increasing development of science, technology, culture and international relations in Vietnam, which has resulted in a growing demand for English Language Teaching (ELT) all over the country. The Hanoi Foreign Languages Teachers' Training College in general and its Department of English in particular plays a very important role in this by producing as many teachers of English as possible for high schools as well as for other Colleges and Universities in Vietnam as a whole. Unfortunately, ELT in Vietnam is still far from satisfactory. There exists a common problem of communicative competence in Vietnamese students, even in Vietnamese teachers of English. ELT at HFLTTC is taken to illustrate the fact that even after five years' training, graduates remain deficient in the ability of language use as well as understanding its use in normal communication. This being the case, how can they carry out effectively the teaching of English to high school pupils or students at other institutions? In this situation, we need to take a serious look at ELT in the Department of English at the HFLTTC so as to suggest suitable materials and methods which will enable the Institution to function more effectively. This project makes an exploratory study of the problem. To provide a context for the study, the background to ELT in the Department of English is reviewed. This is followed by a detailed description of different approaches used in ELT with the reference to the actual activities of teaching and learning in the Department of English. A special emphasis is placed on the difference between conventional approaches and the currently influential one - The Functional- Notional-Approach to language teaching and learning. The basic notions of this approach will be covered and also different categories of functions and categories of situations which the students of English often encounter in using English. Different techniques of teaching functional spoken English will be suggested with an aim to improving the teaching of spoken English in the above-mentioned setting. It is hoped that this project may become a contribution to solving some of the existing problems of inadequate communicative competence of Vietnamese students of English and to teaching and learning English with effective communication skills in the Department of English at the HFLTTC.
APA, Harvard, Vancouver, ISO, and other styles
2

Plum, Guenter Arnold. "Text and Contextual Conditioning in Spoken English: A genre approach." University of Sydney. Linguistics, 1988. http://hdl.handle.net/2123/608.

Full text
Abstract:
This study brings together two approaches to linguistic variation, Hallidayan systemic-functional grammar and Labovian variation theory, and in doing so brings together a functional interpretation of language and its empirical investigation in its social context. The study reports on an empirical investigation of the concept of text. The investigation proceeds on the basis of a corpus of texts gathered in sociolinguistic interviews with fifty adult speakers of Australian English in Sydney. The total corpus accounted for in terms of text type or genre numbers 420 texts of varying length, 125 of which, produced in response to four narrative questions, are investigated in greater detail in respect both of the types of text they constitute as well as of some of their linguistic realisations. These largely narrative-type texts, which represent between two and three hours of spoken English and total approximately 53000 words, are presented in a second volume analysed in terms of their textual or generic structure as well as their realisation at the level of the clause complex. The study explores in some detail models of register and genre developed within systemic-functional linguistics, adopting a genre model developed by J.R. Martin and others working within his model which foregrounds the notion that all aspects of the system(s) involved are related to one another probabilistically. In order to investigate the concept of text in actual discourse under conditions which permit us to become sufficiently confident of our understanding of it to proceed to generalisations about text and its contextual conditioning in spoken discourse, we turn to Labovian methods of sociolinguistic inquiry, i.e. to quantitative methods or methods of quantifying linguistic choice. The study takes the sociolinguistic interview as pioneered by Labov in his study of phonological variation in New York City and develops it for the purpose of investigating textual variation. The question of methodology constitutes a substantial part of the study, contributing in the process to a much greater understanding of the very phenomenon of text in discourse, for example by addressing itself to the question of the feasibility of operationalising a concept of text in the context of spoken discourse. The narrative-type texts investigated in further detail were found to range on a continuum from most experientially-oriented texts such as procedure and recount at one end to the classic narrative of personal experience and anecdote to the increasingly interpersonally-oriented exemplum and observation, both of which become interpretative of the real world in contrast to the straightforwardly representational slant taken on the same experience by the more experientially-oriented texts. The explanation for the generic variation along this continuum must be sought in a system of generic choice which is essentially cultural. A quantitative analysis of clausal theme and clause complex-type relations was carried out, the latter by means of log-linear analysis, in order to investigate their correlation with generic structure. While it was possible to relate the choice of theme to the particular stages of generic structures, clause complex-type relations are chosen too infrequently to be related to stages and were thus related to genres as a whole. We find that while by and large the choice of theme correlates well with different generic stages, it only discriminates between different genres, i.e. generic structures in toto, for those genres which are maximally different. Similarly, investigating the two choices in the principal systems involved in the organisation of the clause complex, i.e. the choice of taxis (parataxis vs. hypotaxis) and the (grammatically independent) choice of logico-semantic relations (expansion vs. projection), we find that both those choices discriminate better between types more distant on a narrative continuum. The log-linear analysis of clause complex-type relations also permitted the investigation of the social characteristics of speakers. We found that the choice of logico-semantic relations correlates with genre and question, while the choice of taxis correlates with a speaker's sex and his membership of some social group (in addition to genre). Parataxis is favoured by men and by members of the group lowest in the social hierarchy. Age on the other hand is not significant in the choice of taxis at all. In other words, since social factors are clearly shown to be significant in the making of abstract grammatical choices where they cannot be explained in terms of the functional organisation of text, we conclude that social factors must be made part of a model of text in order to fully account for its contextual conditioning. The study demonstrates that an understanding of the linguistic properties of discourse requires empirical study and, conversely, that it is possible to study discourse empirically without relaxing the standards of scientific inquiry.
APA, Harvard, Vancouver, ISO, and other styles
3

Rohe, Udo Julius [Verfasser], and Christian [Akademischer Betreuer] Mair. "The progressive in present-day spoken English: real-time studies of its spread and functional diversification." Freiburg : Universität, 2019. http://d-nb.info/1196526699/34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Cohan, Jocelyn Ballantyne. "The realization and function of focus in spoken English /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hjelte, Maria. "Spoken ESL in Secondary School : A Study of Spoken English In School and Outside of School." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9717.

Full text
Abstract:
The present study investigates the pupils' spoken English in the classroom as opposed to their spoken English outside school, and suggests ways of how the teachers can incorporate the pupils' pre-knowledge into the teaching of ESL. Today the pupils' pre-knowledge of ESL is developed into their own vernacular, which I choose to refer to as “Media English”, as opposed to the “Academic English” they are taught in school. Two classes in year 8 have answered a questionnaire, and the pupils show both willingness to learn, and awareness of the necessity of knowing the English language, since most pupils spend a lot of their free-time on the Internet. Additionally, four teachers have answered a second questionnaire, and both pupils and teachers agree that the pupils rather talk in small groups, if they talk at all, a finding which is supported by previous studies. The conclusion is that pupils and teachers need to collaborate, but most importantly, the teachers need to encourage the pupils to talk.
APA, Harvard, Vancouver, ISO, and other styles
6

Barbour, Ross Patrick. "Spoken word recognition as a function of lexical knowledge and language proficiency level in adult ESL learners." Thesis, 1995. http://hdl.handle.net/2429/8743.

Full text
Abstract:
This study assesses the usefulness of Marsien-Wilson’s (1989, 1987; Marsien Wilson & Welsh, 1978) cohort model of spoken (first language) word recognition as a method of explaining the high-speed, on-line processes involved in recognizing spoken words while listening to a second language. Two important assumptions of the model are: 1) syntactic and semantic properties of mental lexical entries can function to-facilitate spoken word recognition and 2) spoken word recognition is a function of the frequency of exposure to words in the general language environment. These assumptions were tested in three functionally defined levels of language proficiency: Native Speakers of English, Fluent Users of ESL, and Advanced learners of ESL. Their performance was compared on a reading cloze test and a spoken-word recognition task in which there were five different levels of contextual richness prior to a target word, and two levels of word frequency. The cloze results indicated that the three groups differed in their general English proficiency. Congruent with the cohort model, there was a significant overall effect of sentence context and word frequency on recognition latency. Despite the difference in cloze scores and immersion experience between the two ESL groups, there were no reliable differences in their recognition latencies or latency profiles across sentence contexts or across word frequency. There was an interaction of ESL group, word frequency, and sentence context. This may be due to a reorganization of rules used during processing or a restructuring of lexical knowledge. There was also an interesting non-linear relationship between recognition latency and language immersion time. Spoken word recognition speed decreased in the early immersion experience, and then increased with further exposure. There was a significant difference in overall mean recognition latency between the Native and the ESL speakers, with the ESL subjects responding on average 98 msec slower than the Native Speakers. However, there were no significant differences in the way Native Speakers and the ESL subjects used sentence context. In contrast with the comparison across the sentential contexts, there was a significant difference in the recognition profiles of the Native English speakers and the ESL subjects across word frequency.
APA, Harvard, Vancouver, ISO, and other styles
7

Jerglová, Aneta. "Průběhové tvary v současné mluvené britské angličtině." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-411484.

Full text
Abstract:
THESIS ABSTRACT This thesis studies the progressive in present-day spoken British English. Recent studies of the progressive in present-day English have discovered that there has been a significant increase in frequency of the use of the progressive especially in spoken English. The increase is deemed partly due to the use of the progressive with anti-progressive verbs, with which the progressive was traditionally not applied, and to the rise of the subjective function. The aim of the diploma thesis is to determine which traditional anti-progressive verbs are used most frequently with the progressive in present-day British English as well as to determine the proportion of these verbs to verbs commonly used with the progressive. Furthermore, three frequent anti-progressive verbs - be, think and feel - were selected to analyse the functions of the progressive when used with anti-progressive verbs. The data is extracted from the Spoken BNC 2014 as it enables examination of the use of progressive in present-day spoken British English.
APA, Harvard, Vancouver, ISO, and other styles
8

Creighton, Graham Robert. "An assessment of student's English vocabulary levels and an exploration of the vocabulary profile of teacher's spoken discourse in an international high school." Diss., 2016. http://hdl.handle.net/10500/22590.

Full text
Abstract:
In many international schools where English is the language of learning and teaching there are large percentages of students whose first language is not English. Many of these students may have low vocabulary levels which inhibits their chances of taking full advantage of their education. Low vocabulary levels can be a particular problem for students in mainstream classes where fluent English speaking teachers are using English to teach content areas of Mathematics, Science and History. Not only do students have to comprehend the low-frequency, academic and technical vocabulary pertaining to the subject, but they also need to know the higher frequency vocabulary that makes up general English usage. If students’ vocabulary levels fall too far below the vocabulary levels with which their teachers are speaking, then their chance of comprehending the topic is small, as is their chance of succeeding in their subjects. This study has two broad aims. Firstly, I have set out to assess the English vocabulary levels of students at an international school where English is the language of learning and teaching. The majority of students at this school do not have English as their first language. The second aim of this study is to explore the vocabulary profile of the teachers’ spoken discourse at the research school. By gaining a better understanding of the nature of teacher discourse – specifically the percentage of high, mid and low-frequency vocabulary, as well as academic vocabulary that they use – English as a Second Language (ESL) teachers will be in a stronger position to identify what the vocabulary learning task is and be able to assist students in reaching the vocabulary levels necessary to make sense of their lessons. This study revealed a large gap between the generally low vocabulary levels of ESL students and the vocabulary levels spoken by their teachers. As a result the need for explicit vocabulary instruction and learning is shown to be very important in English medium (international) schools, where there are large numbers of students whose first language is not English.
Linguistics and Modern Languages
M.A. (Applied Linguistics)
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Functional spoken English"

1

Functional sentence perspective in written and spoken communication. Cambridge [England]: Cambridge University Press, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kattán-Ibarra, Juan. Basic Spanish conversation: A functional approach. Lincolnwood: National Textbook, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Some aspects of Hiberno-English in a functional sentence perspective. Joensuu: University of Joensuu, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

A, Clark Allen M., ed. Ahlan wa sahlan: Functional Modern Standard Arabic for beginners : letters and sounds of the Arabic language. 2nd ed. New Haven: Yale University Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lenk, Uta. Marking discourse coherence: Functions of discourse markers in spoken English. Tübingen: G. Narr, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Couper-Kuhlen, Elizabeth. English speech rhythm: Form and function in everyday verbal interaction. Amsterdam: J. Benjamins, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hansen, Maj-Britt Mosegaard. The Function of discourse particles: A study with special reference to spoken standard English. Amsterdam: John Benjamins, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Epistemic stance in English conversation: A description of its interactional functions, with a focus on I think. Amsterdam: John Benjamins Pub. Co., 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ferrer-Hanreddy, Jami. Mosaic two.: With learning strategies and language functions. 3rd ed. New York: McGraw-Hill, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Firbas, Jan. Functional Sentence Perspective in Written and Spoken Communication (Studies in English Language). Cambridge University Press, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Functional spoken English"

1

Diani, Giuliana. "The Discourse Functions ofI don’t knowin English Conversation." In Discourse Patterns in Spoken and Written Corpora, 157–71. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/pbns.120.11dia.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Meriläinen, Lea. "The progressive form and its functions in spoken learner English." In Tense and Aspect in Second Language Acquisition and Learner Corpus Research, 24–52. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/bct.108.ijlcr.17002.mer.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Pickering, Lucy, Guiling Hu, and Amanda Baker. "The Pragmatic Function of Intonation: Cueing Agreement and Disagreement in Spoken English Discourse and Implications for ELT." In Educational Linguistics, 199–218. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3883-6_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

"The functions of expletive interjections in spoken English." In Corpus Linguistics, 155–71. Brill | Rodopi, 2009. http://dx.doi.org/10.1163/9789042025981_010.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

"Looking at looking: Functions and contexts of progressives in spoken English and ‘school’ English." In The Changing Face of Corpus Linguistics, 231–42. Brill | Rodopi, 2006. http://dx.doi.org/10.1163/9789401201797_016.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kukulska-Hulme, Agnes. "Foundation Concepts." In Language and Communication. Oxford University Press, 1999. http://dx.doi.org/10.1093/oso/9780195108385.003.0006.

Full text
Abstract:
• Why is communication a risky undertaking? • When do computer users find themselves at a loss for words? • Why does it matter that words go together in pairs? • Are there words that are never spoken? • Can someone know a great deal about a word without understanding it? . . . This chapter begins to shed some light on fundamental issues connected to language. It explores the above questions and introduces some conceptual distinctions that will help in understanding the more specific, applied notions considered in parts II and III. The core concepts are communication, function, and meaning, and these are explained along with other important related terms. Grammar is discussed in a communicative perspective, and language is set in the context of other modes of communication and in relation to reality (a philosophical issue, tackled here strictly from an applied language angle). Most of us know that the language we speak, English, for example, is not really one language but many—due to regional variations, for instance. Most people are also aware of qualitative differences: “good” and “bad” English. This value judgment is the basis of what can be described as a prescriptive attitude to language. “Correct” spelling, punctuation, and grammar immediately spring to mind. The prescriptive view has it that there are certain standards and conventions to be maintained, in order to protect or preserve the language or for the sake of good communication. Accuracy, consistency, and avoidance of jargon are often quoted as qualities of English that enhance communication. Advice on how to achieve these qualities can be found in “guides to style and usage,” such as Gowers (1954). Cameron (1996) is a recent academic work that discusses the issue of “correct” language in a balanced way. Although advocating “correct” usage, some of the style guides stress the fact that they are against pedantry or language dictatorship. This more liberal approach to language correctness is a relatively recent development. Simon Jenkins notes that: “Guidance that might once have been mandatory is often now permissive”.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Functional spoken English"

1

Blodgett, Allison. "Functions of intonation boundaries during spoken language comprehension in English." In Interspeech 2004. ISCA: ISCA, 2004. http://dx.doi.org/10.21437/interspeech.2004-752.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Functional spoken English' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography