An Analysis of an Authentic Casual Conversation and its Implications in Teaching Speaking Skill

Both written and spoken language can be used to represent the same experience, however, the way they encode meaning are quite different. It is revealed from the ‘spoken-written language continuum’ introduced by Gerot and Wignell (1994, p. 161) that some spoken genres which are at or near the most-sp...

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Tác giả chính:	Hua, Thi Tin
Định dạng:	Conference paper
Ngôn ngữ:	English
Được phát hành:	Publishing House of Economics 2022
Những chủ đề:	Characteristic features of spoken language casual conversation teaching speaking skill
Truy cập trực tuyến:	http://scholar.dlu.edu.vn/handle/123456789/1423
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spelling	oai:scholar.dlu.edu.vn:123456789-14232022-10-12T21:30:19Z An Analysis of an Authentic Casual Conversation and its Implications in Teaching Speaking Skill Hua, Thi Tin Characteristic features of spoken language casual conversation teaching speaking skill Both written and spoken language can be used to represent the same experience, however, the way they encode meaning are quite different. It is revealed from the ‘spoken-written language continuum’ introduced by Gerot and Wignell (1994, p. 161) that some spoken genres which are at or near the most-spoken extreme have more typical characteristics of a spoken text than those which are closer to the most-written extreme. Casual conversation - according to Burns, Joyce and Gollin (1996) - is at the most-spoken end of the spoken-written language continuum; therefore, analyzing it would benefit teaching typical characteristics of spoken language. This paper will present an analysis of an authentic casual conversation based on the background theory about characteristic features of spoken texts and afterwards discuss how to apply the results of the analysis to the teaching and learning of speaking skill in the English language classroom. 115-133 2022-10-12T21:30:19Z 2022-10-12T21:30:19Z 2019-05 Conference paper Bài báo đăng trên KYHT quốc tế (có ISBN) http://scholar.dlu.edu.vn/handle/123456789/1423 en The 7th Open TESOL International Conference 2019 Burns, A., Joyce, H. and Gollin, S. (1996). I see what you mean. North Ryde: National Centre for English Language Teaching and Research. Cornbleet, S. and Carter, R. (2001). The language of speech and writing. London: Routledge. Cook, G. (1989). Discourse. Oxford: Oxford University Press. McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: Cambridge University Press. Eggins, S. and Slade, D. (1997). Analysing casual conversation. London: Cassell. Georgakopoulou, A. and Goutsos, D. (1997). Discourse analysis: An introduction. Edinburgh: Edinburgh University Press. Gerot, L. and Wignell, P. (1994). Making sense of functional grammar. Cammeray, NSW: Antipodean Educational Enterprises. Halliday, M. (1985). Spoken and written language. Victoria: Deakin University. Harmer, J. (2001). The practice of English language teaching. Harlow: Pearson Education. Paltridge, B. (2000). Making sense of discourse analysis. Gold Coast, Queensland: Antipodean Educational Enterprises. Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor: The University of Michigan Press. Pridham, F. (2001). The language of conversation. London: Routledge. Slade, D. and Norris, L. (1986). Teaching casual conversation: Topics, strategies and interactional skills. Adelaide: National Curriculum Resource Centre. Publishing House of Economics Ho Chi Minh City
institution	Thư viện Trường Đại học Đà Lạt
collection	Thư viện số
language	English
topic	Characteristic features of spoken language casual conversation teaching speaking skill
spellingShingle	Characteristic features of spoken language casual conversation teaching speaking skill Hua, Thi Tin An Analysis of an Authentic Casual Conversation and its Implications in Teaching Speaking Skill
description	Both written and spoken language can be used to represent the same experience, however, the way they encode meaning are quite different. It is revealed from the ‘spoken-written language continuum’ introduced by Gerot and Wignell (1994, p. 161) that some spoken genres which are at or near the most-spoken extreme have more typical characteristics of a spoken text than those which are closer to the most-written extreme. Casual conversation - according to Burns, Joyce and Gollin (1996) - is at the most-spoken end of the spoken-written language continuum; therefore, analyzing it would benefit teaching typical characteristics of spoken language. This paper will present an analysis of an authentic casual conversation based on the background theory about characteristic features of spoken texts and afterwards discuss how to apply the results of the analysis to the teaching and learning of speaking skill in the English language classroom.
format	Conference paper
author	Hua, Thi Tin
author_facet	Hua, Thi Tin
author_sort	Hua, Thi Tin
title	An Analysis of an Authentic Casual Conversation and its Implications in Teaching Speaking Skill
title_short	An Analysis of an Authentic Casual Conversation and its Implications in Teaching Speaking Skill
title_full	An Analysis of an Authentic Casual Conversation and its Implications in Teaching Speaking Skill
title_fullStr	An Analysis of an Authentic Casual Conversation and its Implications in Teaching Speaking Skill
title_full_unstemmed	An Analysis of an Authentic Casual Conversation and its Implications in Teaching Speaking Skill
title_sort	analysis of an authentic casual conversation and its implications in teaching speaking skill
publisher	Publishing House of Economics
publishDate	2022
url	http://scholar.dlu.edu.vn/handle/123456789/1423
_version_	1768306041089425408

An Analysis of an Authentic Casual Conversation and its Implications in Teaching Speaking Skill

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