https://waseda.repo.nii.ac.jp/?action=repository_action_common_download&item_id=12133&item_no=1&attribute_id=162&file_no=1

言語運用能力(Communicative Competence)

A fully updated and expanded second edition of this flagship work, which introduces methodological techniques to carry out analyses of text varieties, and provides descriptions of the most important text varieties in English. Part I introduces an analytical framework for studying registers, genre conventions, and styles, while Part II provides more detailed corpus-based descriptions of text varieties in English, including spoken interpersonal varieties, general and professional written varieties and emerging electronic varieties. Part III introduces more advanced analytical approaches and deals with larger theoretical concerns, such as the relationship between register studies and other sub-disciplines of linguistics, and practical applications of register analysis. A new chapter on EAP and ESP has been added, with new sections on the important differences between academic writing in the humanities and sciences, and a case study on engineering reports as an ESP register and genre. Coverage of new electronic registers has been updated, and a new analysis of hybrid registers has been added.

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Register, Genre, and Style

A concise and factual abstract is required (of between 100-200 words). The abstract should state briefly the purpose of the research, the principal results and major conclusions. An abstract is often presented separately from the article, so it must be able to stand alone. For this reason, References should be avoided, but if essential, then cite the author(s) and year(s). Also, non-standard or uncommon abbreviations should be avoided, but if essential they must be defined at their first mention in the abstract itself. Graphical abstract Although a graphical abstract is optional, its use is encouraged as it draws more attention to the online article. The graphical abstract should summarize the contents of the article in a concise, pictorial form designed to capture the attention of a wide readership. Graphical abstracts should be submitted as a separate file in the online submission system. Image size: Please provide an image with a minimum

English for Specific Purposes

This article reviews some of the wide-ranging issues and research surrounding authentic materials and authenticity in foreign language learning. After a brief historical overview and a discussion of some of the definitional ambiguities associated with authenticity, the paper goes on to discuss four important areas of concern: i) the gap between authentic and textbook discourse; ii) the English-as-a-world-language debate; iii) authenticity and motivation; iv) text difficulty and task design and their effects on language acquisition. The article concludes by examining some of the reasons behind resistance to change in curriculum and materials design and possible future directions.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0261444807004144

Authentic materials and authenticity in foreign language learning

We begin by considering how the recent phenomenon of English as a Lingua Franca (henceforth ELF) fits in with the older notion of lingua francas in general as well as with older versions of ELF. We then explore the beginnings of ELF in its modern manifestation, including the earliest ELF research, and tackle the thorny issue of defining ELF. After discussing the main locations and domains in which ELF research has been carried out to date, we move on to examining research into three linguistic levels, lexicogrammar, phonology and pragmatics, concluding with a discussion of very recent findings revealing ELF's linguistic fluidity. Next, we discuss research into two domains where ELF has proved especially prevalent: business English and academic English. This is followed by a consideration of ELF as a globalized and globalizing practice. We end the article by exploring the implications of ELF research for ELF-oriented English teaching and the role that attitudes are likely to play in this. We conclude that while the relaxed attitudes towards ELF of younger people are promising, strong resistance is still felt by many others, and that the major challenge remains in convincing the examination boards that they should take account of ELF.

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Review of developments in research into English as a lingua franca

In high-stakes oral proficiency testing as well as in everyday encounters, accent is the most salient aspect of nonnative speech. Prior studies of English language learners' (ELLs') pronunciation have focused on single parameters of English, such as vowel duration, fundamental frequency as related to intonation, or temporal measures of speech production. The present study addresses a constellation of suprasegmental characteristics of nonnative speakers of accented English, combining indices of speech rate, pause, and intonation. It examines relations between those acoustic measures of accentedness and listeners' impressions of second-language oral proficiency. Twenty-six speech samples elicited from iBT TOEFL® examinees were analyzed using a KayPENTAX Computerized Speech Laboratory. Monolingual U.S. undergraduates (w = 188) judged the speakers' oral proficiency and comprehensibility. A multiple regression analysis revealed the individual and joint predictiveness of each of the suprasegmental measures. The innovative aspect of this study lies in the fact that the multiple features of accentedness were measured via instrumentation rather than being rated by judges who may, themselves, be subject to rating biases. The suprasegmental measures collectively accounted for 50% of the variance in oral proficiency and comprehensibility ratings, even without taking into consideration other aspects of oral performance or of rater predilections. [ABSTRACT FROM AUTHOR]

Suprasegmental Measures of Accentedness and Judgments of Language Learner Proficiency in Oral English

Problems in the presentation of speech acts in ELT materials: the case of complaints

As the numbers of international teaching assistants (ITAs) continue to increase, cross-cultural communication has become an integral part of academic life in universities. ITA instruction programs recognize that successful communication between ITAs and their students requires an ability to use language appropriate to the classroom context and an awareness of the expectations of native-speaking discourse participants. One area of teaching discourse that is frequently overlooked in this discussion is its intonation structure. This study compares one intonational feature, tone choice, in 12 parallel teaching presentations given by 6 Chinese and 6 North American male teaching assistants (TAs). Naturally occurring presentations were recorded in the classroom, and tone choices were analyzed using instrumental and auditory analysis within Brazil’ s (1997) model of discourse intonation. The results showed that the native-English-speaking TAs systematically exploited their tone choices to increase the accessibility of the lecture material and establish rapport with their students. Conversely, the typical tonal composition of the ITAs’ presentations obfuscated the information structure and frequently characterized these speakers as unsympathetic and uninvolved. These results suggest that tone choice contributes to communication failure between ITAs and their students and prompt the recommendation that tone choice be directly addressed in the linguistic and pedagogical components of ITA instruction programs.

/pdf/the-role-of-tone-choice-in-improving-ita-communication-in-6ww8jcroca.pdf

The Role of Tone Choice in Improving ITA Communication in the Classroom

http://faculty.tamuc.edu/lpickering/Pdfs/Publish_7.pdf

Teaching Intonation in Discourse Using Speech Visualization Technology.

Recognition of incipient change in the status of English as an international language has yielded a small but growing area of research addressing nonnative speaker to nonnative speaker (NNS-NNS) interaction. Issues concerning intelligibility are a key focus of this investigation, particularly as native speaker models have limited relevance to these new contexts of use. This review highlights current research from diverse areas of applied linguistics that have addressed aspects of intelligibility in both experimental and real-world settings. Current findings suggest that the processes by which understanding is achieved in English as a lingua franca (ELF) interaction are qualitatively different from those observed in native speaker (NS)–based interaction, and that this has implications for a number of research and practice areas. Following a definition of terms, the chapter surveys current research and considers its influence on current trends in English language teaching. Possible directions for further research are also considered.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0267190506000110

Lucy Pickering

Papers

Suprasegmental Measures of Accentedness and Judgments of Language Learner Proficiency in Oral English

Problems in the presentation of speech acts in ELT materials: the case of complaints

The Role of Tone Choice in Improving ITA Communication in the Classroom

Teaching Intonation in Discourse Using Speech Visualization Technology.

Current research on intelligibility in english as a lingua franca