The present paper focuses on aspects of what has been labelled the ‘grammar of conversation’ in the Longman Grammar of Spoken and Written English (1999), i.e. syntactic features that are typical of spontaneous spoken language. Specifically, this paper will present some findings of three case studies of lexicogrammatical forms and structures in advanced German learners’ use of spoken English, including verb-noun collocations, the discourse marker you know and performance phenomena such as repetitions and contractions. The case studies are all based on the German component of the Louvain International Database of Spoken English Interlanguage (LINDSEI). The linguistic findings are taken as a starting-point for a discussion of language-pedagogical implications and applications, especially with regard to possible ways of teaching and learning the grammar of conversation in the EFL classroom.
2022. A Practice-oriented Intervention Study on the Use of Conjunctional Adverbs. Društvene i humanističke studije (Online) 7:2(19) ► pp. 671 ff.
Wolk, Christoph, Sandra Götz & Katja Jäschke
2021. Possibilities and Drawbacks of Using an Online Application for Semi-automatic Corpus Analysis to Investigate Discourse Markers and Alternative Fluency Variables. Corpus Pragmatics 5:1 ► pp. 7 ff.
Huang, Lan-fen
2019. A Corpus-Based Exploration of the Discourse MarkerWellin Spoken Interlanguage. Language and Speech 62:3 ► pp. 570 ff.
2018. Learning from learners: a non-standard direct approach to the teaching of writing skills in EFL in a university context. Innovation in Language Learning and Teaching 12:2 ► pp. 164 ff.
Basterrechea, María & Regina Weinert
2017. Examining the Concept of Subordination in Spoken L1 and L2 English: The Case ofIf‐Clauses. TESOL Quarterly 51:4 ► pp. 897 ff.
Friginal, Eric, Joseph J. Lee, Brittany Polat & Audrey Roberson
2017. Corpora of Spoken Academic Discourse and Learner Talk: A Survey. In Exploring Spoken English Learner Language Using Corpora, ► pp. 35 ff.
Kızıl, Aysel Şahin & Abdurrahman Kilimci
2017. Teaching Collocations through Web-Based Concordancing. In Multiculturalism and Technology-Enhanced Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 142 ff.
Dose-Heidelmayer, Stefanie & Sandra Götz
2016. The progressive in spoken learner language: A corpus-based analysis of use and misuse. International Review of Applied Linguistics in Language Teaching 54:3 ► pp. 229 ff.
2015. Corpora, Cognitive Styles, English Content-Specific Vocabulary and Academic Language at University Level. In Handbook of Research on Individual Differences in Computer-Assisted Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 197 ff.
Gablasova, Dana & Vaclav Brezina
2015. Does Speaker Role Affect the Choice of Epistemic Adverbials in L2 Speech? Evidence from the Trinity Lancaster Corpus. In Yearbook of Corpus Linguistics and Pragmatics 2015 [Yearbook of Corpus Linguistics and Pragmatics, 3], ► pp. 117 ff.
Campillos Llanos, Leonardo & Paula González Gómez
2014. Oral Production of Discourse Markers by Intermediate Learners of Spanish: A Corpus Perspective. In Yearbook of Corpus Linguistics and Pragmatics 2014 [Yearbook of Corpus Linguistics and Pragmatics, 2], ► pp. 239 ff.
Callies, Marcus
2013. Advancing the Research Agenda of Interlanguage Pragmatics: The Role of Learner Corpora. In Yearbook of Corpus Linguistics and Pragmatics 2013 [Yearbook of Corpus Linguistics and Pragmatics, 1], ► pp. 9 ff.
2014. ‘We Went to the Restroom or Something’. General Extenders and Stuff in the Speech of Dutch Learners of English. In Yearbook of Corpus Linguistics and Pragmatics 2014 [Yearbook of Corpus Linguistics and Pragmatics, 2], ► pp. 213 ff.
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