scholarly journals A Discourse Approach to Spoken and Written Narratives: Pedagogical Implications for EFL Learners

2021 ◽  
Vol 5 (I) ◽  
pp. 42-56
Keyword(s):  
Narrative Analysis ◽  
Spoken Language ◽  
Written Language ◽  
Language Teachers ◽  
Language Competence ◽  
Written Narratives ◽  
Spoken Discourse ◽  
Efl Learners ◽  
Pedagogical Implication ◽  
Similarities And Differences

Recent research on the analysis of spoken discourse (Halliday, 1985, McCarthy, 1998) shows that spoken language also has a consistent structure and in many respects, it does have the language patterns as that of written English. Thus, it proves that both spoken and written language have a describable structure. The aim of this study is to explore some discourse features of both spoken and written English and their pedagogical implication. For this purpose, two texts: a spontaneous speech (recorded and transcribed) and then a short-written poem are analyzed at both micro and macro level of discourse. As both texts have narrative content, Labov’s model of narrative analysis is applied to identify their organizing pattern. Similarities and differences in the discourse features of both texts are also examined. Some pedagogical implications of such an analysis are also suggested to language teachers; so that they can improve students’ language competence skills by adopting discourse-based teaching strategies.

Spoken and Written Language Relationships in Language/Learning-Impaired and Normally Achieving School-Age Children

1992 ◽  
Vol 35 (6) ◽  
pp. 1303-1315 ◽  
Author(s):  
Ronald B. Gillam ◽  
Judith R. Johnston
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Three Dimensional ◽  
Spoken Language ◽  
Written Language ◽  
School Age Children ◽  
Written Narratives ◽  
Normally Achieving ◽  
Analysis System ◽  
Learning Impairment

Students with language/learning impairment (LLI) and three groups of normally achieving children matched for chronological age, spoken language, and reading abilities wrote and told stories that were analyzed according to a three-dimensional language analysis system. Spoken narratives were linguistically superior to written narratives in many respects. The content of written narratives, however, was organized differently than the content of spoken narratives. Spoken narratives contained more local interconnections than global interconnections; the opposite was true for written narratives. LLI and reading-matched children evidenced speaking-writing relationships that differed from those of the age- and language-matched children in the way language form was organized. Further, LLI children produced more grammatically unacceptable complex T-units in their spoken and written stories than students from any of the three matched groups. The discussion focuses on mechanisms underlying the development of speaking-writing differences and ramifications of spoken-language impairment for spoken and written-language relationships.

scholarly journals Rječnička raznolikost pisanih tekstova osoba s razvojnim jezičnim poremećajem

2020 ◽  
Vol 55 (2) ◽  
pp. 14-30
Author(s):  
Gordana Hržica ◽  
Sara Košutar ◽  
Mateja Kramarić
Keyword(s):  
Language Production ◽  
Language Disorder ◽  
Moving Average ◽  
Written Language ◽  
Developmental Language Disorder ◽  
Written Discourse ◽  
Lexical Diversity ◽  
Written Narratives ◽  
Spoken Discourse ◽  
Age Range

Developmental language disorder (DLD) is one of the most common language disorders in preschool and school age, and it also persists later in life. Children with DLD show a range of expressive and/or receptive difficulties in language, including vocabulary acquisition. The goal of this research was to explore the differences between persons with developmental language disorder and persons with typical language development (TLD) in lexical diversity. Earlier research focused on spoken discourse of younger speakers. In the present research, written discourse of speakers covering a broad age range was explored. Twenty participants with DLD and 19 with TLD were selected from the Croatian Corpus of Non-professional Written Language (Kuvač Kraljević, Hržica and Kologranić Belić, in press). They produced narrative language samples based on the Expression, Reception and Recall of Narrative Instrument (ERRNI; Bishop, 2004). To measure lexical diversity, four measures were calculated: the number of different words (NDW) and type-token ratio (TTR) on a restricted number of words, the moving average type-token ration (MATTR) and lexical diversity D on full-length samples. The independent samples t-test was used to compare the two groups. Participants with DLD had significantly lower results on all four measures. This leads to the conclusion that all four measures can differentiate groups of participants with different language status. Persons with DLD showed difficulties in using vocabulary when producing written narratives, which is a demanding language production task.

scholarly journals SIMILARITIES AND DIFFERENCES OF SPOKEN AND WRITTEN LANGUAGE

2021 ◽  
Vol 02 (08) ◽  
pp. 20-23
Author(s):  
Umida Kulmagambetovna Khodjaniyazova ◽  
Keyword(s):  
Spoken Language ◽  
Written Language ◽  
Key Factor ◽  
Product Creation ◽  
Similarities And Differences ◽  
The Difference ◽  
Definition Of ◽  
Writing Competence

This article deals with linguistic and pragma linguistic view of speaking and writing competence, and explores the similarities and differences between them. The definition of a “linguistic personality” as a key factor in product creation is discussed. Moreover, the article provides the examples that show the difference between written and spoken language in the field of syntax.

scholarly journals THE SYNTACTIC FEATURES OF PROMOTIONAL LANGUAGE IN BOOK BLURBS

2021 ◽  
Vol 18 (48) ◽  
pp. 117-131
Author(s):  
Milica Bacic
Keyword(s):  
Language Use ◽  
Spoken Language ◽  
Written Language ◽  
Syntactic Complexity ◽  
Formulaic Language ◽  
Syntactic Features ◽  
Form Function ◽  
Text Length ◽  
Similarities And Differences ◽  
And Linguistics

The paper presents a comparative analysis of the syntactic level of promotional language in fiction and academic book blurbs. The overall research objective was to identify salient syntactic features and investigate the similarities and differences in the realization of this text-in-ternal aspect of thriller, romance, and linguistics blurbs in English. The analysis shows that their formulaic language exhibits genre-specific patterns and form-function correlations in its syntactic complexity. In order to provide a positive description of a book, blurb writers regularly employ structural parallelism, ellipsis, complex phrases with multiple modification, phrasal and clausal embedding, coordination, and other means of structural reduction. However, individual instantiations also display systematic variability in text-length values and frequency of salient features, with fiction blurbs mainly replicating the conciseness of spoken language and academic blurbs closely resembling formal written language. We conclude that the generic integrity of these texts involves a degree of controlled flexibility at the syntactic level depending on the book type/genre as the defining variable. Additionally, the research confirms that the study of linguistic profiles of genres is funda- mentally important for the study of language use, both from a theoretical and applied perspective. The increasing ‘generification’ of contemporary language, and particularly English as the global lingua franca, requires the adoption of a multidimensional genre-based framework in investigating the complex linguistic realities of the 21st century.

scholarly journals Theme and prosody

2017 ◽  
Vol 10 (2) ◽  
pp. 274-297 ◽  
Author(s):  
Gerard O’Grady
Keyword(s):  
Meaning Making ◽  
Spoken Language ◽  
Written Language ◽  
Local Context ◽  
Thematic Structure ◽  
Content Type ◽  
Spoken Discourse ◽  
Prague School ◽  
The 1960S

In a series of extremely influential articles published in the 1960s, Halliday illustrated that what the Prague School labelled as Theme was formed out of two separate but related systems which he labelled Theme and Information (1967a & b). However, as Information is a system grounded in spoken language, this separation has had the unfortunate consequence of prioritising the study of Theme in written language. The Thematic structure of spoken language and especially the interplay of Theme and intonation has been consequently neglected. The prosodic system of Key (Brazil 1997) functions like Theme to ground a message in its local context and signal how it is to be developed. This study, by uniquely examining the interplay between Theme and Key, is able to identify a number of novel meanings, the most significant of which is a focus on the enabling of Interpersonal meanings. By so doing, it illustrates that the full semogenetic meaning making potential of Theme, as an unfolding orientating device in spoken discourse, can only be revealed by examining the prosodic realisation of the Theme choices.

On Using Written Language Training Data for Spoken Language Modeling

1994 ◽  
Author(s):  
R. Schwartz ◽  
L. Nguyen ◽  
F. Kubala ◽  
G. CHou ◽  
G. Zavaliagkos ◽  
...  
Keyword(s):  
Spoken Language ◽  
Language Modeling ◽  
Written Language ◽  
Training Data ◽  
Language Training

Sinitic in a Global Perspective

2018 ◽  
Author(s):  
Peter Francis Kornicki
Keyword(s):  
East Asia ◽  
South Asian ◽  
Spoken Language ◽  
Written Language ◽  
Global Perspective ◽  
The Common

This chapter focuses on the language rupture in East Asia, that is to say, the loss of the common written language known as literary Chinese or Sinitic. The gradual replacement of the cosmopolitan language Sinitic by the written vernaculars was a process similar in some ways to the replacement of Latin and Sanskrit by the European and South Asian vernaculars, as argued by Sheldon Pollock. However, Sinitic was not a spoken language, so the oral dimension of vernacularization cannot be ignored. Charles Ferguson’s notion of diglossia has been much discussed, but the problem in the context of East Asia is that the only spoken languages were the vernaculars and that Sinitic was capable of being read in any dialect of Chinese as well as in the vernaculars used in neighbouring societies.

Assessing Spoken Language Competence in Children With Selective Mutism

2012 ◽  
Vol 34 (3) ◽  
pp. 184-195 ◽  
Author(s):  
Evelyn R. Klein ◽  
Sharon Lee Armstrong ◽  
Elisa Shipon-Blum
Keyword(s):  
Selective Mutism ◽  
Spoken Language ◽  
Language Competence

scholarly journals Discourse markers in academic and non-academic writings of Thai EFL learners

2021 ◽  
Vol 8 (3) ◽  
pp. 1209-1226
Author(s):  
Sumit Choemue ◽  
Barli Bram
Keyword(s):  
Learning Community ◽  
Discourse Markers ◽  
Primary Data ◽  
Writing Assignments ◽  
Spoken Discourse ◽  
Efl Learners ◽  
Raising Awareness ◽  
Writing Course ◽  
University Level ◽  
The University

The ability to use discourse markers (DMs) to create cohesion and coherence of a text is essential for EFL learners at the university level to express ideas and thoughts in various types of writing assignments, such as academic papers and reflections. Hence, this study attempted to shed more light on the use of DMs in academic and non-academic writings of Thai EFL learners. The main objective was to investigate the types, overall frequency, and differences, and similarities of discourse markers in both styles of writing. Sixty essays, consisting of 20 academic essays and 40 non-academic ones, were selected as the primary data. Academic essays were selected from the Critical Reading and Writing course of Xavier Learning Community (XLC), Thailand, while the non-academic ones were selected from the XLC English Newsletter. The data were analyzed based on Fraser’s taxonomy (2009). The results showed that 2.521 DMs distributed in five types, namely contrastive discourse, elaborative discourse, inferential discourse, temporal discourse, and spoken discourse markers, were identified in the 20 academic and 40 non-academic essays.  The most frequently used DM was elaborative discourse markers (EDM), F=1,703. This study concluded that raising awareness of DMs would assist Thai EFL learners in producing an effective and coherent piece of writing. 

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