Advertisement

Comprehending Speech Genres for the Listening Classroom

  • Christine C. M. GohEmail author
Reference work entry
First Online:
Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

Every day we produce different kinds of spoken texts according to our purposes for using language. These spoken texts serve important pragmatic, interaction, or interpersonal purposes. To ensure successful communication and personal effectiveness, language learners need to develop competent listening and speaking skills that will enable them to comprehend and produce various types of spoken discourses. This chapter explains processes involved in second language listening and various features of speech and spoken texts. Teachers need a good understanding of the nature and characteristics of various types of spoken discourse and incorporate this knowledge into their teaching. Sensitizing learners to key differences between spoken and written language will also ensure that they produce speech that sounds more natural as well as enabling them to listen to and understand different kinds of spoken texts.

Keywords

Listening Spoken discourse Speech genres Listening processes 
This is a preview of subscription content, log in to check access.

References

  1. Anderson JR (1995) Cognitive psychology and its implications, 4th edn. Freeman, New YorkGoogle Scholar
  2. Brazil D (1985/1997) The communicative value of intonation. Cambridge University Press, CambridgeGoogle Scholar
  3. Brown S (2011) Listening myths. The University of Michigan Press, Ann ArborCrossRefGoogle Scholar
  4. Brown G, Yule G (1983) Discourse analysis. Cambridge University Press, Cambridge, UKCrossRefGoogle Scholar
  5. Brownell J (2015) Listening: attitudes, principles, and skills. Routledge, New YorkCrossRefGoogle Scholar
  6. Burns A, Joyce H, Gollin S (1996) “I see what you mean.” Using spoken discourse in the classroom: a handbook for teachers. National Centre for English Language Teaching and Research, SydneyGoogle Scholar
  7. Carter R, McCarthy M (1997) Exploring spoken English. Cambridge University Press, Cambridge, UKGoogle Scholar
  8. Carter R, McCarthy M (2017) Spoken grammar: where are we and where are we going? Appl Linguis 38(1):1–20CrossRefGoogle Scholar
  9. Cutler A (2000) Listening to a second language through the ears of a first. Interpreting 5(1):1–23CrossRefGoogle Scholar
  10. Eggins S, Slade D (2004) Analysing casual conversation. Equinox Publishing Ltd., LondonGoogle Scholar
  11. Elkhafaifi H (2005) Listening comprehension and anxiety in the Arabic language classroom. Mod Lang J 89(2):206–220CrossRefGoogle Scholar
  12. Farrell TSC, Mallard C (2006) The use of reception strategies by learners of French as a foreign language. Mod Lang J 90(iii):338–352CrossRefGoogle Scholar
  13. Field J (2008) Listening in the language classroom. Cambridge University Press, New YorkGoogle Scholar
  14. Flowerdew J, Miller L (1992) Student perceptions, problems and strategies in second language lecture comprehension. RELC J 23(2):60–80CrossRefGoogle Scholar
  15. Flowerdew J, Miller L (1996) Lectures in a second language: notes towards a cultural grammar. Engl Specif Purp 15(2):121–140CrossRefGoogle Scholar
  16. Flowerdew J, Miller L (2004) Second language listening: theory and practice. Cambridge University Press, New YorkGoogle Scholar
  17. Goh CCM (2005) Second language listening expertise. In: Johnson K (ed) Expertise in second language learning and teaching. Palgrave Macmillan, Basingstoke, pp 64–84CrossRefGoogle Scholar
  18. Graham S, Macaro E (2008) Strategy instruction in listening for lower-intermediate learners of French. Lang Learn 58(4):747–783CrossRefGoogle Scholar
  19. Graham S, Santos D, Francis-Brophy E (2014) Teacher beliefs about listening in a foreign language. Teaching and Teacher Education 40:44–60Google Scholar
  20. Gruba P (2006) Playing the videotext: a media literacy perspective on video-mediated L2 listening. Lang Learn Technol 10(2):77–92Google Scholar
  21. Halliday MA (1985) Spoken and written language. Deakin University, GeelongGoogle Scholar
  22. He D, Zhang Q (2010) Native speaker norms and China English: from the perspective of learners and teachers in China. TESOL Q 44(4):769–789CrossRefGoogle Scholar
  23. Hughes R (2013) Teaching and researching speaking, 2nd edn. Routledge, New YorkGoogle Scholar
  24. Hughes R, Reed BS (2016) Teaching and researching speaking, 3rd edn. Routledge, New YorkCrossRefGoogle Scholar
  25. Knight D, Adolphs S, Carter R (2014) CANELC: constructing an e-language corpus. Corpora 9(1):29–56CrossRefGoogle Scholar
  26. Knowles G, Taylor L, Williams B (2014) A corpus of formal British English speech: the Lancaster/IBM spoken English corpus. Routledge, New YorkCrossRefGoogle Scholar
  27. Kuo I-C (2006) Addressing the issue of teaching English as a lingua franca. ELT J 60(3):213–221CrossRefGoogle Scholar
  28. Lee JJ (2016) “There’s intentionality behind it…”: a genre analysis of EAP classroom lessons. J Engl Acad Purp 23:99–112CrossRefGoogle Scholar
  29. Lynch T (1995) The development of interactive listening strategies in second language academic settings. In D. J. Mendelsohn, & J. Rubin (Eds.), A guide for the teaching of second language listening (pp. 166–185). San Diego, CA: Dominie PressGoogle Scholar
  30. Lynch T (2011) Academic listening in the 21st century: reviewing a decade of research. J Engl Acad Purp 10(2):79–88CrossRefGoogle Scholar
  31. Martin JR (1992) English text: system and structure. John Benjamins Publishing, AmsterdamCrossRefGoogle Scholar
  32. McCarthy M (1991) Discourse analysis for language teachers. Cambridge University Press, Cambridge, UKGoogle Scholar
  33. McCarthy M (1998) Spoken language and applied linguistics. Cambridge University Press, Cambridge, UKGoogle Scholar
  34. Morton J (2009) Genre and disciplinary competence: a case study of contextualisation in an academic speech genre. Engl Specif Purp 28(4):217–229CrossRefGoogle Scholar
  35. Nakatani Y, Goh C (2007) A review of oral communication strategies: focus on interactionist and psycholinguistic perspectives. In: Cohen AD, Macaro E (eds) Language learner strategies: thirty years of research and practice. Oxford University Press, Oxford, pp 207–227Google Scholar
  36. Nunan D (1991) Language teaching methodology. Prentice-Hall, New YorkGoogle Scholar
  37. O’Keeffe A, McCarthy M, Carter R (2007) From corpus to classroom: language use and language teaching. Cambridge University Press, Cambridge, UKCrossRefGoogle Scholar
  38. Paltridge B (2001) Genre and the language learning classroom. The University of Michigan Press, Ann ArborCrossRefGoogle Scholar
  39. Paltridge B (2006) Discourse analysis: an introduction. Continuum, New YorkGoogle Scholar
  40. Prodromou L (2008) English as a lingua franca: a corpus-based analysis. Continuum, LondonGoogle Scholar
  41. Richards JC, Schmidt R (2002) Longman dictionary of language and teaching and applied linguistics. Pearson Education Limited, HarlowGoogle Scholar
  42. Rost M (2016) Teaching and researching listening, 3rd edn. Routledge, New YorkGoogle Scholar
  43. Schleppegrell MJ (2001) Linguistic features of the language of schooling. Linguist Educ 12(4):431–459CrossRefGoogle Scholar
  44. Swales JM (1990) Genre analysis. Cambridge University Press, Cambridge, UKGoogle Scholar
  45. Thornbury S, Slade D (2006) Conversation: From description to pedagogy. Cambridge: Cambridge University PressGoogle Scholar
  46. Timmis I (2002) Native-speaker norms and international English: a classroom view. ELT J 56(3):240–249CrossRefGoogle Scholar
  47. Vandergrift L (1997) The strategies of second language (French) listeners: a descriptive study. Foreign Lang Annals 30:387–409CrossRefGoogle Scholar
  48. Vandergrift L (2004) Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24:3–25Google Scholar
  49. Vandergrift L (2006) Second language listening: listening ability or languageproficiency? Mod Lang J 90:6–18CrossRefGoogle Scholar
  50. Vandergrift L (2007) Recent developments in second and foreign language listening comprehension research. Language Teaching 40(3):191–210Google Scholar
  51. Vandergrift L, Goh CCM (2012) Teaching and learning second language listening: metacognition in action. Routledge, New YorkCrossRefGoogle Scholar
  52. Vandergrift L, Tafaghodtari MH (2010) Teaching L2 learners how to listen does make a difference: an empirical study. Lang Learn 60(2):470–497CrossRefGoogle Scholar
  53. Vanderplank R (2014) Listening and understanding. In: Driscoll P, Macaro E, Swarbrick A (eds) Debates in modern languages education. Routledge, New York, pp 55–65Google Scholar
  54. Weissberg B (1993) The graduate seminar: another research-process genre. Engl Specif Purp 12(1):23–35CrossRefGoogle Scholar
  55. Wolff D (1989) Identification of text-type as a strategic device in L2 comprehension. In: Dechert HW, Raupach M (eds) Interlingual processes. Interlingual Processes. G. Narr, TubingenGoogle Scholar
  56. Yeldham M, Gruba P (2014) Toward an instructional approach to developing interactive second language listening. Lang Teach Res 18(1):33–53CrossRefGoogle Scholar
  57. Young L (1994) University lectures – macro-structure and micro-features. In: Flowerdew J (ed) Academic listening: research perspectives. Cambridge University Press, Cambridge, UK, pp 159–176Google Scholar
  58. Zhang X (2013) Foreign language listening anxiety and listening performance: conceptualizations and causal relationships. System 41(1):164–177CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.National Institute of EducationNanyang Technological UniversitySingaporeSingapore

Personalised recommendations

Cite entry