L2 Spoken Discourse

This book integrates theoretical and practical perspectives on computer-assisted analysis of spoken discourse, reflecting recent important developments in speech analysis for language teaching and assessment.

Romy Ghanem serves as the Senior Researcher and Curriculum Director of the International Interfaith Research Lab at Teachers College, Columbia University. Her research areas include second language (L2) pronunciation, linguistic and reverse linguistic stereotyping, language profiling, and L2 speaker accentedness. Okim Kang is Professor of Applied Linguistics and Director of the Applied Linguistics Speech Lab at Northern Arizona University. Her research interests are speech perception/production, language social psychology/attitudes, L2 pronunciation/intelligibility, L2 oral assessment/testing, and automated scoring/speech recognition. Maria (Masha) Kostromitina received her Ph.D. in Applied Linguistics from Northern Arizona University. Her research interests lie in the intersection of second language prosody and pragmatics. Specifically, Masha investigates the effectiveness of pragma-prosodic training in improving learners' use of prosody in speech acts and the role of cognitive individual differences in prosody acquisition.

List of illustrations Chapter 1Introdution 1.1 Why Spoken Language? 1.2 Spoken Language in the Fields of Linguistics and Applied Linguistics 1.3 L1 Spoken Discourse 1.4 L2 Spoken Discourse 1.5 Scope of the Book References Chapter 2 Considerations in the Dwescription and Analysis of L2 Spoken Discourse Section A: Considerations for Researchers 2.1 Introduction 2.2 Theoretical Considerations for the Analysis of L2 Spoken Discourse 2.3 Corpus Linguistics Methods of Analysis of L2 Spoken Discourse 2.4 Data Sources 2.5 Units of Analysis in L2 Spoken Discourse 2.6 Methods of Acoustic and Temporal Analyses of L2 Spoken Discourse 2.7 Challenges in Describing and Analyzing L2 Spoken Discourse Section B: Considerations for Teachers 2.8 Historical Development of L2 Pronunciation in the Classroom 2.9 Representation of Speech-Related Features in the L2 Classroom 2.10 L2 Speech and Language Assessment References Chapter 3 Segmental Features Section A: Definitions and Research Findings 3.1 Introduction 3.2 Consonant Features 3.3 Vowel Features 3.4 The English Syllable Section B: Extraction and Analysis 3.5 Consonant Features 3.6 Vowel Features 3.7 Syllable Features Section C: Pedagogical Applications 3.8 Consonant Features 3.9 Vowel Features References Chapter 4 Suprasegmental FeaturesSection A: Definitions and Research Findings 4.1 Introduction4.2 Phonological Processes and Connected Speech4.3 Rhythm4.4 Fluency4.5 Prosody Section B: Extraction and Analysis 4.6 Phonological Processes and Connected Speech4.7 Rhythm4.8 Fluency4.9 Prosody Section C: Pedagogical Applications 4.10 Syllables 4.11 Connected Speech and Phonological Processes 4.12 Prosody References Chapter 5 The Lexis and Grammar of Spoken Discourse Section A: Definitions and Research Findings 5.1 Introduction 5.2 Lexical Features in Spoken Discourse 5.3 Grammatical Features in Spoken Discourse 5.4 Functional Correlates of Conversational Features 5.5 Grammatical Features in L2 Spoken Discourse Section B: Extraction and Analysis 5.6 Part 1: Lexico-Grammatical Analyses in Collected Speech Files 5.7 Part 2: Lexico-Grammatical Analyses Using Online Corpora Section C: Pedagogical Applications References Chapter 6 Pragmatic FeaturesSection A: Definitions and Research Findings 6.1 Introduction 6.2 Pragmatic Constructs and Features of Spoken Discourse 6.3 Pragmatic Functions Carried by Linguistic Features Section B: Extraction and Analysis 6.4 Selection of Pragmatic Features of Interest 6.5 Analysis of Selected Pragmatic Features 6.6 Data for Pragmatic Analysis 6.7 Research Applications Section C: Pedagogical Applications References Chapter 7 Spoken discourse in a global context and future directions Section A: World/Global Englishes 7.1 Introduction 7.2 Kachru's Three Concentric Circles 7.3 New Englishes varieties 7.4 English as an International Language (EIL) 7.5 Pedagogical Implications Section B: Recommendations and Future Directions References Index