Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-24T17:51:34.632Z Has data issue: false hasContentIssue false

Part I - Literature and Spoken Language

Published online by Cambridge University Press:  18 October 2019

Christian Jones
Affiliation:
University of Liverpool
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Adolphs, S. and Carter, R. 2013. Spoken Corpus Linguistics: From Monomodal to Multimodal. New York: Routledge.Google Scholar
Aijmer, K. 1984. ‘“Sort of” and “kind of” in English conversation’, Studia Linguistica 38: 118128.Google Scholar
Amador-Moreno, C. P. 2010. ‘How can corpora be used to explore literary speech representation?’, in O’Keeffe, A. and McCarthy, M. (eds.), The Routledge Handbook of Corpus Linguistics. Abingdon: Routledge, 531544.Google Scholar
Baker, P. 2010. ‘Corpus methods in linguistics’, in Litosseliti, Lia (ed.), Research Methods in Linguistics. London: Continuum, 93113.Google Scholar
Barnbrook, G. 1996. Language and Computers: A Practical Introduction to the Computer Analysis of Language. Edinburgh, Edinburgh University Press.Google Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S. and Finegan, E. 1999. Longman Grammar of Spoken and Written English. Harlow: LongmanGoogle Scholar
Brezina, V. 2018. Lancaster Stats Tools Online. Available at: http://corpora.lancs.ac.uk/stats/toolbox.php (Accessed 22 July 2018).Google Scholar
Buttery, P. and McCarthy, M. 2012. ‘Lexis in spoken discourse’, in Gee, J. P. and Handford, M. (eds.), The Routledge Handbook of Discourse Analysis. Abingdon: Routledge, 285300.Google Scholar
Carter, R. 1998. ‘Orders of reality: CANCODE communication, and culture’, ELT Journal 52(1): 4356.Google Scholar
Carter, R. and McCarthy, M. 1997. Exploring Spoken English. Cambridge: Cambridge University Press.Google Scholar
Carter, R. and McCarthy, M. 2006. Cambridge Grammar of English. Cambridge: Cambridge University Press.Google Scholar
Carter, R. and McCarthy, M. 2017. ‘Spoken grammar: Where are we are and where are we going?’, Applied Linguistics 38(1): 120.Google Scholar
Carter, R. and McRae, J. (eds.) 1996. Language, Literature and the Learner: Creative Classroom Practice. Oxford: Routledge.Google Scholar
CLiC. 2018. Corpus of Linguistics in Content. Available at: https://clic.bham.ac.uk/ (Accessed 1 May 2018).Google Scholar
Council of Europe. 2001. Common European Framework of Reference for Languages: Language, Teaching, Assessment. Cambridge: Cambridge University Press.Google Scholar
Davies, M. 2004. BYU-BNC (based on the British National Corpus from Oxford University Press). Available at: https://corpus.byu.edu/bnc/ (Accessed 2 May 2018).Google Scholar
Firth, J. R. 1957. Papers in Linguistics 1934–51. Oxford: Oxford University Press.Google Scholar
Greaves, C. and Warren, M. 2010. ‘What can a corpus tell us about multi-word units?’ in O’Keeffe, A. and McCarthy, M. (eds.), The Routledge Handbook of Corpus Linguistics. Abingdon: Routledge, 212226.CrossRefGoogle Scholar
Halliday, M. A. K. and Matthiessen, C. 2013. Halliday’s Introduction to Functional Grammar (4th edn). Oxford: Routledge.Google Scholar
Hart, M. 2019. Gutenberg, Project. Available at: www.gutenberg.org (Accessed 26 February 2019).Google Scholar
Hoey, M. 2005. Lexical Priming: A New Theory of Words and Language. London: Routledge.Google Scholar
Hughes, R. 1996. English in Speech and Writing: Investigating Language and Literature. London: Routledge.Google Scholar
Hunston, S. 2002. Corpora in Applied Linguistics. Cambridge: Cambridge University Press.Google Scholar
Jones, C. and Waller, D. 2015. Corpus Linguistics for Grammar: A Guide for Research. London: Routledge.Google Scholar
Jones, C., Byrne, S. and Halenko, N. 2017. Successful Spoken English: Findings from Learner Corpora. London: Routledge.Google Scholar
Leech, G., 2000. ‘Grammars of spoken English: New outcomes of corpus-oriented research’, Language Learning 50(4): 675724.Google Scholar
Leech, G. and Short, M. 2007. Style in Fiction: A Linguistic Introduction to English Fictional Prose. Harlow: Longman.Google Scholar
Lewis, M. 1993. The Lexical Approach: The State of ELT and the Way Forward. Hove: Language Teaching.Google Scholar
Lin, Y. L. 2013. ‘Vague language and interpersonal communication: An analysis of adolescent intercultural conversation’, International Journal of Society, Culture & Language 1(2): 6981.Google Scholar
Mahlberg, M. and Smith, C. 2012. ‘Dickens, the suspended quotation and the corpus’, Language and Literature 21(1): 5165.Google Scholar
Mahlberg, M., Stockwell, P., de Joode, J., Smith, C. and O’Donnell, B. 2016. ‘CLiC Dickens: Novel uses of concordances for the integration of corpus stylistics and cognitive poetics’, Corpora 11(3): 433463.Google Scholar
McCarthy, M. 2010. ‘Spoken fluency revisited’, English Profile Journal 1(1): 115.Google Scholar
McCarthy, M. and McCarten, J. 2018. ‘Now you’re talking! Practising conversation in second language learning’, in Jones, C. (ed.), Practice in Second Language Learning. Cambridge: Cambridge University Press, 729.Google Scholar
McEnery, T. and Hardie, A. 2012. Corpus Linguistics. Cambridge: Cambridge University Press.Google Scholar
McEnery, T., Xiao, R. and Tono, Y. 2006. Corpus-Based Language Studies: An Advanced Resource Book. Abingdon: Routledge.Google Scholar
McRae, J. 1991. Literature with a Small ‘l’. London: Macmillan.Google Scholar
O’Keeffe, A., McCarthy, M. and Carter, R. 2007. From Corpus to Classroom. Cambridge: Cambridge University Press.Google Scholar
Oakes, M. P. 1998. Statistics for Corpus Linguistics. Edinburgh: Edinburgh University Press.Google Scholar
Rayson, P. 2018. UCREL’s Log-Likelihood and Effect Size Calculator. Available at: http://ucrel.lancs.ac.uk/llwizard.html (Accessed 22 July 2018).Google Scholar
Rühlemann, C. 2007. Conversation in Context: A Corpus-Driven Approach. London: Continuum.Google Scholar
Schmitt, N. 2010. Researching Vocabulary: A Vocabulary Research Manual. Basingstoke: Palgrave Macmillan.Google Scholar
Segundo, P. R. S. 2016. ‘A corpus-stylistic approach to Dickens’ use of speech verbs: Beyond mere reporting’, Language and Literature 25(2): 113129.Google Scholar
Semino, E. and Short., M. 2004. Corpus Stylistics: Speech Writing and Thought Presentation in a Corpus of English Writing. London: Routledge.Google Scholar
Short, M. 1996. Exploring the Language of Poems, Plays and Prose. London: Longman.Google Scholar
Short, M. 2012. ‘Discourse presentation and speech (and writing, but not thought) summary’, Language and Literature 21(1): 1832.Google Scholar
Stubbs, M. 2008. ‘Conrad in the computer: Examples of quantitative stylistic analysis’, in Carter, R. and Stockwell, P. (eds.), The Language and Literature Reader. London: Routledge, 230243.Google Scholar
Tannen, D. 1990. ‘Ordinary conversation and literary discourse: Coherence and the poetics of repetition’, Annals of the New York Academy of Science 583(1): 1530.Google Scholar
Thornbury, S. and Slade, D. 2006. Conversation: From Description to Pedagogy. Cambridge: Cambridge University Press.Google Scholar
Timmis, I. 2013. ‘Spoken language research: The applied linguistic challenge’, in Tomlinson, B. (ed.), Applied Linguistics and Materials Development. London: Bloomsbury, 7994.Google Scholar
Tognini-Bonelli, E. 2001. Corpus Linguistics at Work. Amsterdam: John Benjamins.Google Scholar
Wiegland, V., Mahlberg, M. and Stockwell, P. 2017. CLiC 1.61 User Guide. Available at: www.birmingham.ac.uk/Documents/college-artslaw/elal/clic/CLiC-1-6-1-documentation-2017-11-08.pdf (Accessed 23 August 2018).Google Scholar
Wray, A. 2002. Formulaic Language and the Lexicon. Cambridge: Cambridge University Press.Google Scholar

References

Al-Busaidi, S. and Tindle, K. 2010. ‘Evaluating the results of in-house materials on language learning’, in Tomlinson, B. and Masuhara, H. (eds.), Research for Materials Development in Language Learning. London: Continuum, 137149.Google Scholar
Bland, J. (ed.) 2015. Teaching English to Young Learners: Critical Issues in Language Teaching with 3 to 12 Year Olds. London: Bloomsbury.Google Scholar
Bland, J.(ed.) 2018. Using Literature in Language Education: Challenging Reading for 8–18 Year Olds. London: Bloomsbury.Google Scholar
Darici, A. and Tomlinson, B. 2016. ‘A case study of principled materials in action’, in Tomlinson, B. (ed.), SLA Research and Materials Development for Language Learning . New York: Routledge, 7186.Google Scholar
Fenner, A. N. and Nordal-Pedersen, G. 1999. Search 10. Oslo: Gyldendal.Google Scholar
Hall, G. 2005. Literature in Language Education. Oxford: Palgrave Macmillan.Google Scholar
Maley, A. 2011. ‘Squaring the circle: Reconciling materials as constraint with materials as empowerment’, in Tomlinson, B. (ed.), Materials Development in Language Teaching. Cambridge: Cambridge University Press, 379402.Google Scholar
Maley, A. 2013. ‘Creative approaches to writing materials’, in Tomlinson, B. (ed.), Developing Materials for Language Teaching. London: Bloomsbury, 167188.Google Scholar
Maley, A. and Duff, A. 2007. Literature. Oxford: Oxford University Press.Google Scholar
McKee, D. 1980. Not Now, Bernard. London: Andersen Press.Google Scholar
McCullagh, M. 2010. ‘An initial evaluation of the effectiveness of a set of published materials for medical English’, in Tomlinson, B. and Masuhara, H. (eds.), Research for Materials Development in Language Learning. London: Continuum, 381393.Google Scholar
On Target. 1995. Written by a team of writers. Windhoek: Gamsburg Macmillan.Google Scholar
Paran, A. (ed.) 2006. Literature in Language Teaching and Learning. Alexandria, VA: TESOL.Google Scholar
Paran, A. and Robinson, P. 2015. Literature. Oxford: Oxford University Press.Google Scholar
Pinter, H. 1959. The Birthday Party. Tunbridge: Encore Publishing.Google Scholar
Saito, Y. and Wales, K. (eds.). 2015. Literature and Language Learning in the EFL Classroom. Oxford: Palgrave Macmillan.Google Scholar
Schutze, U. 2017. Language Learning and the Brain. Cambridge: Cambridge University Press.Google Scholar
St Louis, R. 2010. ‘Can a 48-hour refresher course help first year English for Science and Technology reading students? A case study of English CIU at Universidad Simon Bolivar, Venezuela?’, in Tomlinson, B. and Masuhara, H. (eds.), Research for Materials Development in Language Learning. London: Continuum, 121–136.Google Scholar
Tomlinson, B. 1994a. Openings: Language through Literature. London: Penguin.Google Scholar
Tomlinson, B. 1994b. Pragmatic awareness activities. Language Awareness 3(3/4): 119129.Google Scholar
Tomlinson, B. 1995. ‘Work in progress’. Folio 2(2): 2630.Google Scholar
Tomlinson, B. 2004. Improve your English: A Course for Ethiopian Teachers. Addis Ababa: Ministry of Education, Ethiopia.Google Scholar
Tomlinson, B. 2013. ‘Developing principled frameworks for materials development’, in Tomlinson, B. (ed.), Developing Materials for Language Teaching. London: Bloomsbury, 95118.Google Scholar
Tomlinson, B. 2016. ‘Achieving a match between SLA theory and materials development’, in Tomlinson, B. (ed.), SLA Research and Materials Development for Language Learning. New York: Routledge, 322.Google Scholar
Tomlinson, B. 2019. Evaluating, Adapting and Developing Materials for Learners of English as an International Language. Malang: TEFLIN.Google Scholar
Tomlinson, B. and Masuhara, H. 1994. Use Your English. Tokyo: Asahi Press.Google Scholar
Tomlinson, B. and Masuhara, H. 2018. The Complete Guide to the Theory and Practice of Materials Development for Language Learning. Hoboken: Wiley-Blackwell.Google Scholar
Tomlinson, B. and Masuhara, H.Forthcoming. SLA Applied: The Application of Second Language Acquisition Research to the Learning of Languages. Cambridge: Cambridge University Press.Google Scholar
Tomlinson, B., Hill, D. A. and Masuhara, H. 2000. English for Life 1. Singapore: Marshall Cavendish.Google Scholar
Troncoso, C. R. 2010. ‘The effects of language materials on the development of intercultural competence’, in Tomlinson, B. and Masuhara, H. (eds.), Research for Materials Development in Language Learning. London: Continuum, 83102.Google Scholar
Webb, C. 1963. The Graduate. New York: New American Library.Google Scholar

References

Alanen, R. 1995. ‘Input enhancement and rule presentation in second language acquisition’, in Schmidt, R. (ed.), Attention and Awareness in Foreign Language Learning. Hawai’i: University of Hawai’i Press, 259302.Google Scholar
BBC. 2016. English at University. Available at: www.bbc.co.uk/learningenglish/english/features/english-at-university/ (Accessed 1 May 2017).Google Scholar
BBC. 2017. ‘Sherlock: Most watched programme across all channels  over festive season for second year running’ . BBC Media Centre. Available at: www.bbc.co.uk/mediacentre/latestnews/2017/sherlock-most-watched (Accessed 7 April 2018).Google Scholar
Bergsleithner, J. M., Frota, S. N. and Yoshioka, J. K. (eds.) 2013. Noticing and Second Language Acquisition: Studies in Honor of Richard Schmidt. Hawai’i: National foreign Language Resource Center.Google Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S. and Finegan, E. 1999. Longman Grammar of Spoken and Written English. London: Longman.Google Scholar
Bloemert, J., Paran, A., Jansen, E. and van de grift, W. 2019. ‘Students’ perspectives on the benefits of EFL literature education’, The Language Learning Journal 47(3): 371384.Google Scholar
Carter, R. 1998. ‘Orders of reality: CANCODE communication, and culture’, ELT Journal 52(1): 4356.Google Scholar
Carter, R. 2003. ‘Language awareness’, ELT Journal 57(1): 6465.Google Scholar
Carter, R., Hughes, R. and McCarthy, M. 2000. Exploring Grammar in Context: Grammar Practice and Reference Upper-Intermediate and Advanced. Cambridge: Cambridge University Press.Google Scholar
Carter, R. and McCarthy, M. 1997. Exploring Spoken English. Cambridge: Cambridge University Press.2006. Cambridge Grammar of English. Cambridge: Cambridge University Press.Google Scholar
Carter, R. and McCarthy, M. 2017. Spoken grammar: Where are we are and where are we going?, Applied Linguistics 38(1): 120.Google Scholar
Carter, R. and McRae, J. (eds.) 1996. Language, Literature and the Learner: Creative Classroom Practice. Oxford: Routledge.Google Scholar
Carter, R., McCarthy, M., Mark, G. and O’ Keeffe, A. 2011. English Grammar Today: An A–Z of Spoken and Written Grammar. Cambridge: Cambridge University Press.Google Scholar
Chirravoori, M. 2018. Sherlock Holmes fan.com Available from: www.sherlockholmes-fan.com (Accessed 1 May 2018).Google Scholar
Choi, S. 2017. ‘Processing and earning of enhanced English collocations: An eye movement study’, Language Teaching Research 21(3): 403426.Google Scholar
Cohen, J. 1969. Statistical Power Analysis for the Behavioural Sciences (1st edn). New York: Academic Press.Google Scholar
Cohen, J. 1988. Statistical Power Analysis for the Behavioural Sciences (2nd edn). London: Routledge.Google Scholar
Conan Doyle, A. 2008. A Study in Scarlet. Available at: www.gutenberg.org (Accessed 3 May 2018).Google Scholar
Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.Google Scholar
Davies, M. 2004. BYU-BNC (based on the British National Corpus from Oxford University Press). Available at: https://corpus.byu.edu/bnc/ (Accessed 2 May 2018).Google Scholar
DeVere, A. 2012. Sherlock transcript: ‘A Study in Pink’ (part 1). Available at: www.ariandevere.livejournal.com (Accessed 1 December 2018).Google Scholar
Doughty, C. 1991. ‘Second language instruction: Does it make a difference?’,Studies in Second Language Acquisition 13(4): 431469.Google Scholar
Goh, C. 2009. ‘Perspectives on spoken grammar’, ELT Journal 63(4): 303312.Google Scholar
Greenbaum, S. and Nelson, G. 1999. ‘Elliptical clauses in spoken and written English’, in Collins, P. and Lee, D. (eds.), The Clause in English: In Honour of Rodney Huddleston. Amsterdam: John Benjamins, 111127.Google Scholar
Halliday, M. A. K. and Hassan, R. 1976. Cohesion in English. London: Longman.Google Scholar
Halliday, M. A. K. and Matthiessen, C. 2013. Halliday’s Introduction to Functional Grammar (4th edn). Oxford: Routledge.Google Scholar
Han, Z. H., Park, E. S. and Combs, C. 2008. ‘Textual enhancement of input: Issues and possibilities’, Applied Linguistics 29(4): 597618.Google Scholar
Indrarathne, B. and Kormos, J. 2017. ‘Attentional processing of input in explicit and implicit conditions’, Studies in Second Language Acquisition 39(3): 401430.Google Scholar
Izumi, S. 2002. ‘Output, input enhancement and the noticing hypothesis: An experimental study on ESL relativization’, Studies in Second Language Acquisition 24(4): 541577.Google Scholar
Jones, C. 2007. ‘Spoken grammar: Is “noticing” the best option?’, Modern English Teacher 16(4): 155160.Google Scholar
Jones, C. 2017. ‘Soap operas as models of authentic conversations: Implications for material design’, in Maley, A. and Tomlinson, B. (eds.), Authenticity in Materials Development for Language Learning. Newcastle upon Tyne: Cambridge Scholars, 158175.Google Scholar
Jones, C.(ed.). 2018. Practice in Second Language Learning. Cambridge: Cambridge University Press,Google Scholar
Jones, C., Byrne, S. and Halenko, N. 2017. Successful Spoken English: Findings from Learner Corpora. London: Routledge.Google Scholar
Jones, C. and Waller, D. 2017. The effect of input enhancement on vocabulary learning: Is there an impact upon receptive and productive knowledge?’, TESOL International Journal 12(1): 4862.Google Scholar
Lee, S. K. and Huang, H. T. 2008. ‘Visual input enhancement and grammar learning: A meta-analytic review’, Studies in Second Language Acquisition 30(3): 307331.CrossRefGoogle Scholar
Lin, H. W. 2010. ‘The taming of the immeasurable: An empirical assessment of language awareness’, in Paran, A. and Sercu, L (eds.), Testing the Untestable in Language Education. Bristol: Multilingual Matters, 191216.Google Scholar
Mackenzie, I. 2000. ‘Institutionalised utterances, literature and language teaching’, Language and Literature 9(1): 6178.Google Scholar
McCarthy, M. 2010. ‘Spoken fluency revisited’, English Profile Journal 1(1): 115.Google Scholar
McCarthy, M. and Carter, R, 1995. ‘Spoken grammar: What is it and how can we teach it?’, ELT Journal 49(3): 207218.Google Scholar
McCarthy, M. and McCarten, J. 2018. ‘Now you’re talking! Practising conversation in second language learning’, in Jones, C. (ed.), Practice in Second Language Learning. Cambridge: Cambridge University Press, 729.Google Scholar
McRae, J. 1991. Literature with a Small ‘l’. London: Macmillan.Google Scholar
Norris, J. M. and Ortega, L. 2000. ‘Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis’, Language Learning 50(3): 417528.Google Scholar
Pawlowski, A. and Han, P. 2010. ‘British tourism hopes to cash in on Sherlock Holmes’. Available at: http://edition.cnn.com/2010/BUSINESS/01/18/sherlock.holmes.tourism.london/index.html (Accessed 2 May 2018).Google Scholar
Petchko, K. 2011. ’Input enhancement, noticing and incidental vocabulary acquisition’, The Asian EFL Journal Quarterly 3(4): 228255.Google Scholar
Rebuck, M. 2011. ‘Using the l1 “errors” of native speakers in the EFL classroom’, ELT Journal 65(1): 3341.Google Scholar
Ricento, T. 1987. ‘Clausal ellipsis in multi-party conversation in English’, Journal of Pragmatics 11(6): 751775.Google Scholar
Richards, J. C. and Schmidt, R 2002. Longman Dictionary of Language Teaching and Applied Linguistics (3rd edn). Harlow: Pearson Education.Google Scholar
Schmidt, R. 1990. ‘The role of consciousness in second language learning’, Applied Linguistics 11(2): 129158.Google Scholar
Schmidt, R. 1993. ‘Awareness and second language acquisition’, Annual Review of Applied Linguistics 13: 206226.Google Scholar
Schmidt, R. 2010. ‘Attention, awareness and individual differences in language learning’, in Chan, W. M., Chi, S., Cin, K. N., Istanto, J., Nagami, M., Sew, J. W., Suthiwan, T. and Walker, I. (eds.), Proceeding of ClaScc 2010 Singapore December 2–4. Singapore: University of Singapore Center for Language Studies, 721737.Google Scholar
Sharwood Smith, M. 1981. ‘Consciousness raising and the second language learner’, Applied Linguistics 2(2): 159186.Google Scholar
Sharwood Smith, M. 1991. ‘Speaking to many different minds: on the relevance of different types of language information for the l2 learner’, Second Language Research 7(2): 118132.Google Scholar
Sharwood Smith, M. 1993. ‘Input enhancement in instructed SLA’, Studies in Second Language Acquisition 15(2): 165179.Google Scholar
Sharwood Smith, M. and Truscott, J. 2014. ‘Explaining input enhancement: A MOGUL perspective’, International Review of Applied Linguistics in Language Teaching, 52(3): 253281.Google Scholar
Sherlock: Complete Series 1–4 and the Abominable Bride. 2016. London: British Broadcasting Corporation.Google Scholar
Short, M. 1996. Exploring the Language of Poems, Plays and Prose. Harlow: Longman.Google Scholar
Spada, N. and Tomita, Y. 2010. ‘Interactions between type of instruction and type of language feature: A meta-analysis’, Language Learning 60(2): 263308.Google Scholar
Timmis, I. 2005. ‘Towards a framework for teaching spoken grammar’, ELT Journal 59(2): 117125.Google Scholar
Timmis, I. 2012. ‘Spoken language research and ELT: Where are we now?’ ELT Journal 66(4): 514522.Google Scholar
Timmis, I. 2018. ‘A text-based approach to grammar practice’, in Jones, C. (ed.), Practice in Second Language Learning. Cambridge: Cambridge University Press, 79108.Google Scholar
Warner, C. 2012. ‘Literary pragmatics in the advanced foreign language literature classroom: The case of young Werther’, in Burke, M., Csabi, S., Week, L. and Zerkowitz, J. (eds.), Pedagogical Stylistics: Current Trends in Language Literature and ELT. London: Continuum, 142157.Google Scholar
Wilson, P. 2014. Mind the Gap: Ellipsis and Stylistic Variation in Spoken and Written English. Oxford: Routledge.Google Scholar
Wong, W. 2003. ‘The effects of textual enhancement and simplified input on l2 comprehension and acquisition of non-meaningful grammatical form’, Applied Language Learning 13(2): 1746.Google Scholar

References

Biber, D. and Conrad, S. 2010. ‘Corpus linguistics and grammar teaching’. Available at: longmanhomeusa.com/content/pl_biber_conrad_monograph5_lo.pdf (Accessed 1 June 2018).Google Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S. and Finegan, E. 1999. Longman Grammar of Spoken and Written English. Harlow: Longman.Google Scholar
Blasko, D. G. and Merski, D. W. 1998. ‘Haiku poetry and metaphorical thought: An invention to interdisciplinary study’, Creativity Research Journal 11(1): 3946.Google Scholar
Chamcharatsri, P. B. 2013. ‘Poetry writing to express love in Thai and in English: A second language (L2) writing perspective’, International Journal of Innovation in English Language Teaching 2(2): 142157.Google Scholar
Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.Google Scholar
Davies, M. 2008. The Corpus of Contemporary American English (COCA): 560 million words, 1990–Present. Available at: http://corpus.byu.edu/coca (Accessed 15 October 2018).Google Scholar
Hanauer, D. I. 2003. ‘Multicultural moments in poetry: The importance of the unique’, Canadian Modern Language Review 60(1): 2754.Google Scholar
Hanauer, D. I. 2010. Poetry as Research: Exploring Second Language Poetry Writing. Amsterdam: John Benjamins.Google Scholar
Hanauer, D. I. 2011. ‘The scientific study of poetic writing’, Scientific Study of Literature 1(1): 7987. doi:10.1075/ssol.1.1.08hanGoogle Scholar
Hanauer, D. I. 2012. ‘Meaningful literacy: Writing poetry in the language classroom’, Language Teaching 45(1): 105115. doi:10.1017/S0261444810000522CrossRefGoogle Scholar
Hanauer, D. I. and Liao, F. 2016. ‘ESL students’ perceptions of creative and academic writing’, in Burke, M., Olivia, F. and Zyngier, S. (eds.), Scientific Approaches to Literature in Learning Environments. Amsterdam: John Benjamins, 213226.Google Scholar
Iida, A. 2008. ‘Poetry writing as expressive pedagogy in EFL contexts: Identifying possible assessment tools for haiku poetry in EFL freshman college writing’, Assessing Writing 13(3): 171179. doi:10.1016/j.asw.2008.10.001Google Scholar
Iida, A. 2010. ‘Developing voice by composing haiku: A social-expressivist framework for teaching haiku writing in EFL contexts’, English Teaching Forum 48(1): 2834Google Scholar
Iida, A. 2012. ‘The value of poetry writing: Cross-genre literacy development in a second language’, Scientific Study of Literature 2(1): 6082. doi:10.1075/ssol2.1.04iidGoogle Scholar
Iida, A. 2016a. ‘Poetic identity in second language writing: Exploring an EFL learner’s study abroad experience’, Eurasian Journal of Applied Linguistics 2(1): 114.Google Scholar
Iida, A. 2016b. ‘Exploring earthquake experiences: A study of second language learners’ ability to express and communicate deeply traumatic events in poetic form’, System 57(1): 120133. doi:10.1076/j.system.2016.02.004Google Scholar
Iida, A. 2017a. ‘Expressing voice in a foreign language: Multiwriting haiku pedagogy in the EFL context’TEFLIN Journal 28(2): 260276. doi:10.15639/teflinjournal.v28i2/260–276Google Scholar
Iida, A. 2017b. ‘Voicing in second language poetry writing: Implications to English as Liberal Arts Education in the Japanese University Context’, in The 6th JAILA Annual Conference Proceedings. Available at: http://jaila.org/activity/taikai20170218/proceedings20170218/jaila-proc-006-05-20170218.pdf (Accessed 8 May 2018).Google Scholar
Iida, A. 2018. ‘Living in darkness at the time of the Great East Japan Earthquake: A poetic-narrative autoethnography’, Qualitative Inquiry 24(4): 270280. doi:10.1177/1077800417745917Google Scholar
Laufer, B. and Nation, P. 1995. ‘Vocabulary size and use: Lexical richness in L2 written productions’, Applied Linguistics 16(3): 307322.Google Scholar
Higginson, W. J. 1985. The Haiku Handbook: How to Write, Share, and Teach Haiku. Tokyo: Kodansha International.Google Scholar
O’Keeffe, A., McCarthy, M. and Carter, R. 2007. From Corpus to Classroom. Cambridge: Cambridge University Press.Google Scholar
Pennebaker, J. W., Chang, C. K., Ireland, M., Gonzales, A. and Booth, R. 2015. The Development and Psychometric Properties of LIWC 2015. Austin, TX: IWLC.Google Scholar
Sky Hiltunen, S. M. 2005. ‘Country Haiku from Finland: Haiku meditation therapy for self-healing’, Journal of Poetry Therapy 18(2): 8595.Google Scholar
Stokely, S. 2000. Haiku and Beyond: A Study of Japanese Literature. El Alma de la Raza Series, Denver Public Schools. Available at: http://etls.dpsk12.org/documents/Alma/units/HaikuandBeyond.pdf (Accessed 10 June 2018).Google Scholar
Timmis, I. 2015. Corpus Linguistics for ELT: Research and Practice. London: Routledge.Google Scholar
Tweedie, S. and Kolitsky, M. A. 2002. ‘3-D haiku: A new way to teach a traditional form’, The English Journal 91(3): 8488.Google Scholar
Watt, R. J. C. 2009Concordance version 3.3 [computer software]. Dundee.Google Scholar

References

Allwright, D. 2003. ‘Exploratory practice: Rethinking practitioner research in language teaching’, Language Teaching Research 7(2): 113141.Google Scholar
Abrams, Z. I. 2014. ‘Using film to provide a context for teaching L2 pragmatics’, System 46: 5564.CrossRefGoogle Scholar
Abrams, Z. I. 2016. ‘Creating a social context through film: Teaching L2 pragmatics as a locally situated process’, L2 Journal 8(3): 2345.Google Scholar
Baker, D. J. 2016. ‘The screenplay as text: Academic scriptwriting as creative research’, New Writing: The International Journal for the Practice and Theory of Creative Writing 13(1): 7184.Google Scholar
Barraja-Rohan, A. 1997. ‘Teaching conversation and sociocultural norms with conversation analysis’, Australian Review of Applied Linguistics 14: 7188.Google Scholar
Barraja-Rohan, A. 2011. ‘Using conversation analysis in the second language classroom to teach interactional competence’, Language Teaching Research 15(4): 479507.Google Scholar
Bartlett, M. 2017. Doctor Foster: The Scripts. London: Nick Hern Books.Google Scholar
Bella, S., Sifianou, M. and Tzanne, A. 2015. ‘Teaching politeness?’, in Pizziconi, B. and Locher, M. (eds.), Teaching and Learning (Im)Politeness. Berlin: Walter de Gruyter, 2352.Google Scholar
Bilmes, J. 2014. ‘Preference and the conversation analytic endeavor’, Journal of Pragmatics 64: 5271.Google Scholar
Bourdieu, P. 1977. ‘The economics of linguistic exchanges’, Social Science Information 16(6): 645668.Google Scholar
Brown, P. and Levinson, S. 1987. Politeness: Some Universals in Language Usage. Cambridge: Cambridge University Press.Google Scholar
Bruti, S. 2016. ‘Teaching compliments and insults in the EFL classroom through film clips’, in Bianchi, F. and Gesuato, S. (eds.), Pragmatic Issues in Specialized Communicative Contexts. Leiden: Brill, 149170.Google Scholar
Bublitz, W. and Hübler, A. (eds.) 2007. Metapragmatics in Use. Amsterdam: John Benjamins.Google Scholar
Burns, A. 2005. ‘Action research: An evolving paradigm?’, Language Teaching 38(2): 5774.Google Scholar
Chang, Y. 2010. ‘“I no say you say is boring”: The development of pragmatic competencein L2 apology’, Language Sciences 32(3): 408424.Google Scholar
Chen, Z. and Goh, C. 2010. ‘Teaching oral English in higher education: Challenges to EFL teachers’, Teaching in Higher Education 16(3): 333345.Google Scholar
Cheng, T. 2016. ‘Authentic L2 interactions as material for a pragmatic awareness-raisingactivity’, Language Awareness 25(3): 159178.Google Scholar
Cianfrance, D., Delavigne, C. and Curtis, J. 2010. Blue Valentine. Available at: www.raindance.org/wp-content/uploads/downloads/2013/03/blue-valentine.pdf (Accessed 3 July 2018).Google Scholar
Cohen, L. and Manion, L. 1994. Research Methods in Education. London: Routledge.Google Scholar
Council of Europe. 2001. Common European Framework of Reference for Languages: Language, Teaching, Assessment. Cambridge: Cambridge University Press.Google Scholar
Curtis, R. 2002. Love Actually. Available at: http://screenplaysandscripts.com (Accessed 3 July 2018).Google Scholar
Ellis, R. 2008. The Study of Second Language Acquisition (2nd edn). Oxford: Oxford University Press.Google Scholar
Fernández-Guerra, A. B. 2008. ‘Requests in TV series and in naturally occurring discourse: A comparison’, in Alcón Soler, E. (ed.), Learning How to Request in an Instructed Language Learning Context. Bern: Peter Lang, 111126.Google Scholar
Fernández-Guerra, A. B. 2013. ‘Using TV series as input source of refusals in the classroom’, in Martí-Arnándiz, O. and Salazar-Campillo, P. (eds.), Refusals in Instructional Contexts and Beyond. Amsterdam: Editions Rodopi, 522.Google Scholar
Filipi, A. and Barraja-Rohan, A. 2015. ‘An interaction-focused pedagogy based on conversation analysis for developing L2 pragmatic competence’, in Gesuato, S., Bianchi, F. and Chen, W. (eds.), Teaching, Learning and Investigating Pragmatics: Principles, Methods and Practices. Newcastle upon Tyne: Cambridge Scholars Publishing, 231252.Google Scholar
Fogelman, D. 2010. Crazy, Stupid, Love. Available at: www.imsdb.com (Accessed 3 July 2018).Google Scholar
Glatzer, R. and Westmoreland, W. 2012. Still Alice. Available from: www.sonyclassics.com/awards-information/stillalice_screenplay.pdf (Accessed 3 July 2018).Google Scholar
Goldenberg, M. 2007. Harry Potter and the Order of the Phoenix. Available at: www.dailyscript.com (Accessed 3 July 2018).Google Scholar
Halenko, N. 2016. ‘Evaluating the explicit pragmatic instruction of requests and apologies in a study abroad setting: The case of Chinese ESL learners at a UK Higher Education institution’, PhD thesis, Lancaster University.Google Scholar
Halenko, N. and Jones, C. 2011. ‘Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit instruction effective?’, System 39(2): 240250.Google Scholar
Halenko, N. and Jones, C. 2017. ‘Explicit instruction of spoken requests: An examination of pre-departure instruction and the study abroad environment’, System 68: 2637.Google Scholar
Heller, M. and Martin-Jones, M. 2001. ‘Introduction: Symbolic domination, education and linguistic difference’, in Heller, M. and Martin-Jones, M. (eds.), Voices of Authority: Education and Linguistic Differences. Westport, CT: Ablex Publishing, 128.Google Scholar
Henery, A. 2015. ‘On the development of metapragmatic awareness abroad: Two case studies exploring the role of expert-mediation’, Language Awareness 24(4): 316331.Google Scholar
Hornby, N. 2008. An Education. Available at: www.bbc.co.uk/writersroom/scripts/an-education (Accessed 3 July 2018).Google Scholar
Hutchby, I. and Barnett, S. (2005). ‘Aspects of the sequential organization of mobile phone conversation’, Discourse Studies 7(2): 147171.Google Scholar
Huth, T. and Taleghani-Nikazm, C. 2006. ‘How can insights from conversation analysis be directly applied to teaching L2 pragmatics?’ Language Teaching Research 10(1): 5379.Google Scholar
Hüttner, J. 2014. ‘Agreeing to disagree: “Doing disagreement” in assessed oral L2 interactions’, Classroom Discourse 5(2): 194215.Google Scholar
Hymes, D. 1972. ‘Models of interaction of language and social life’, in Gumperz, J. J. and Hymes, D. (eds.), Directions in Sociolinguistics: Ethnography of Communication. New York: Holt, Reinhart & Winston, 3571.Google Scholar
Hymes, D. 1974. Foundations in Sociolinguistics: An Ethnographic Approach. Philadelphia: University of Pennsylvania Press.Google Scholar
Ishihara, N. 2007. Web-based curriculum for pragmatics instruction in Japanese as a foreign language: An explicit awareness-raising approach. Language Awareness 16(1): 2140.Google Scholar
Ishihara, N. and Cohen, A. D. 2010. Teaching and Learning Pragmatics: Where Language and Culture Meet. London: Routledge.Google Scholar
Ishino, M. 2017. ‘Subversive questions for classroom turn-taking traffic management’, Journal of Pragmatics 117: 4157.Google Scholar
Johnson, M. 2008. Sherlock Holmes. Available at: www.raindance.co.uk/site/scripts (Accessed 3 July 2018).Google Scholar
Jones, C. and Horak, T. 2014. ‘Leave it out! The use of soap operas as models of spoken discourse in the ELT classroom’, The Journal of Language Teaching and Learning 4(1): 114.Google Scholar
Kaiser, M. and Shibahara, C. 2014. ‘Film as source material in advanced foreign language classes’, L2 Journal 6(1): 113.Google Scholar
Kambara, W. 2011. ‘Teaching Japanese pragmatic competence using film clips’, L2 Journal 3(2): 144157.Google Scholar
Kendrick, K. H. 2015. ‘Other-initiated repair in English’, Open Linguistics 1: 164190.Google Scholar
Kohn, A. and Silverstein, M. 2007. He’s Just Not that into You … Available at: www.dailyscript.com (Accessed 3 July 2018).Google Scholar
Kreutel, K. 2007. ‘“I’m not agree with you”: ESL learners’ expressions of disagreement’, TESL-EJ 11(3): 135.Google Scholar
Kruger, E. 2001. The Ring. Available at: www.horrorlair.com (Accessed 3 July 2018).Google Scholar
Lambrou, M. 2015, ‘Pedagogical stylistics in an ELT teacher training setting: A case study’, in Teranishi, M., Saito, Y. and Wales, K. (eds.), Literature and Language Learning in the EFL Classroom. Basingstoke: Palgrave Macmillan, 298315.Google Scholar
Li, C. and Gao, X. 2017. ‘Bridging “what I said” and “why I said it”: The role of metapragmatic awareness in L2 request performance’, Language Awareness 26(3): 170190.Google Scholar
Lima, C. 2018. Literature, by A. Paran and P. Robinson. Reviewed in ELT Journal 72(2): 226227.Google Scholar
Mason, M. 2004. ‘Referential choices and the need for repairs in covertly-taped conversations’, Journal of Pragmatics 36: 11391156.Google Scholar
McCarthy, M. 2003. ‘Talking back: “Small” interactional response tokens in everyday conversation’, Research on Language and Social Interaction 36(1): 3363.Google Scholar
McCarthy, M. and McCarten, J. 2018. ‘Now you’re talking! Practising conversation in second language learning’, in Jones, C. (ed.), Practice in Second Language Learning. Cambridge: Cambridge University Press, 729.Google Scholar
McConachy, T. 2009. ‘Raising sociocultural awareness through contextual analysis: Some tools for teachers’, ELT Journal 63(2): 116125.Google Scholar
McConachy, T. 2013. ‘Exploring the meta-pragmatic realm in English language teaching’, Language Awareness 22(2): 100110.Google Scholar
McConachy, T. and Hata, K. 2013. ‘Addressing textbook representations of pragmatics and culture’, ELT Journal 67(3): 294301.Google Scholar
McLaren, R. M. and Solomon, D. H. 2015. ‘Relational framing theory: Drawing inferences about relationships from interpersonal interactions’, in Braithwaite, D. O. and Schrodt, P. (eds.), Engaging Theories in Interpersonal Communication: Multiple Perspectives. Los Angeles: Sage, 115127.Google Scholar
McNiff, J. 2013. Action Research: Principles and Practice (3rd edn). Abingdon: Routledge.Google Scholar
Neustadter, S. and Weber, M. H. 2006. 500 Days of Summer. Available at: www.cinefile.biz/script/500daysofsummer.pdf (Accessed 3 July 2018).Google Scholar
Nguyen, T. T. M., Pham, T. H. and Pham, M. T. 2012. ‘The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence’, Journal of Pragmatics 44: 416434.Google Scholar
Nicholas, A. 2015. ‘A concept-based approach to teaching speech acts in the EFL classroom’, ELT Journal 69(4): 383394.Google Scholar
Nuzzo, E. 2015. ‘Comparing textbooks and TV series as sources of pragmatic input for learners of Italian as a second language: The case of compliments and invitations’, in Gesuato, S., Bianchi, F. and Cheng, W. (eds.), Teaching, Learning and Investigating Pragmatics: Principles, Methods and Practices. Newcastle upon Tyne: Cambridge Scholars Publishing, 85108.Google Scholar
Peele, J. 2014. Get out. Available at: https://scriptpipeline.com/get-out-and-call-me-by-your-name-screenplays (Accessed 3 July 2018).Google Scholar
Ren, J. and Gao, X. 2012. ‘Negative pragmatic transfer in Chinese students’ complimentary speech acts’, Psychological Reports 110(1): 149165.Google Scholar
Ren, W. and Han, Z. 2016. ‘The representation of pragmatic knowledge in recent ELT textbooks’, ELT Journal 70(4): 424434.Google Scholar
Reynolds, E. 2011. ‘Enticing a challengeable in arguments: sequence, epistemics and preference organisation’, Pragmatics, 21(3): 411430.Google Scholar
Rose, K. R. 2001. ‘Compliments and compliment responses in film: Implications for pragmatics research and language teaching’, IRAL 39(4): 309326.Google Scholar
Sayer, P. 2005. ‘An intensive approach to building conversation skills’, ELT Journal 59(1): 1422.Google Scholar
Stim, R. 2016. Getting Permission: Using & Licensing Copyright-Protected Materials Online & Off (6th edn). Berkeley, CA: Nolo.Google Scholar
Su, I. 2010. ‘Transfer of pragmatic competences: A bi-directional perspective’, The Modern Language Journal 94(1): 87102.Google Scholar
Sukhina, E. 2011. ‘Enhancing heritage speakers’ communication skills through drama and improvisation’, in Ryan, C. and Marini-Maio, N. (eds.), Dramatic Interactions: Teaching Language, Literature, and Culture through Theatre–Theoretical Approaches and Classroom Practices. Newcastle upon Tyne: Cambridge Scholars Publishing, 244269.Google Scholar
Taguchi, N. 2011. ‘Teaching pragmatics: Trends and issues’, Annual Review of Applied Linguistics 31: 289310.Google Scholar
Taguchi, N. 2015. ‘Instructed pragmatics at a glance: Where instructional studies were, are, and should be going’, Language Teaching 48(1): 150.Google Scholar
Taguchi, N., Naganuma, N. and Budding, C. 2015. ‘Does instruction alter the naturalistic pattern of pragmatic development? A case of request speech act’, TESL-EJ 19(3): 125.Google Scholar
Tajeddin, Z. and Pezeshki, M. 2014. ‘Acquisition of politeness markers in an EFL context: Impact of input enhancement and output tasks’, RELC Journal 45(3): 269286.Google Scholar
Takahashi, S. 2010. ‘The effect of pragmatic instruction on speech act performance’, in Martínez-Flor, A. and Usó-Juan, E. (eds.), Speech Act Performance: Theoretical, Empirical and Methodological Issues. Amsterdam: John Benjamins, 127142.Google Scholar
Talandis, G. Jr and Stout, M. 2015. ‘Getting EFL students to speak: An action research approach’, ELT Journal 69(1): 1125.Google Scholar
Tatsuki, D. and Nishizawa, M. 2005. ‘A comparison of compliments and compliment responses in television interviews, film, and naturally occurring data’, in Tatsuki, D. (ed.), Pragmatics in Language Learning, Theory, and Practice. Tokyo: Pragmatics Special Interest Group of the Japan Association for Language Teaching, 8797.Google Scholar
Thomas, J. 1995. Meaning in Interaction: An Introduction to Pragmatics. London: Longman.Google Scholar
van Compernolle, R. A. and Kinginger, C. 2013. ‘Promoting metapragmatic development through assessment in the zone of proximal development’, Language Teaching Research 17(3): 282302.Google Scholar
van Compernolle, R. A., Weber, A. and Gomez-Laich, M. P. 2016. ‘Teaching L2 Spanish sociopragmatics through concepts: A classroom-based study’, The Modern Language Journal 100(1): 341361.Google Scholar
Usó-Juan, E. and Martínez-Flor, A. 2008. ‘Teaching learners to appropriately mitigate requests’, ELT Journal 62(4): 349357.Google Scholar
Waring, H. Z. 2013. ‘“How was your weekend?”: Developing the interactional competence in managing routine inquiries’, Language Awareness 22(1): 116.Google Scholar
Wang, S. 2016. ‘daxue yingyu jiaoxue zhinan yaodian jiedu [Interpretation of the key points in the Guidelines on College English Teaching]’, Foreign Language World 174: 210.Google Scholar
Warner, C. 2012. ‘Literary pragmatics in the advanced foreign language literature classroom: The case of Young Werther’, in Burke, M., Csabi, S., Week, L. and Zerkowitz, J. (eds.), Pedagogical Stylistics: Current Trends in Language, Literature and ELT. London: Continuum, 142157.Google Scholar
Washburn, G. N. 2001. ‘Using situation comedies for pragmatic language teaching and learning’, TESOL Journal 10(4): 2126.Google Scholar
Weatherall, A. and Edmonds, D. M. 2018. ‘Speakers formulating their talk as interruptive’, Journal of Pragmatics 123: 1123.Google Scholar
Welch, I. 2015. ‘Building interactional space in an ESL classroom to foster bilingual identity and linguistic repertoires’, Journal of Language, Identity & Education 14(2): 8095.Google Scholar
Wong, J. and Waring, H. Z. 2010. Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers. New York: Routledge.Google Scholar
Wu, H. and Takahashi, T. 2016. ‘Developmental patterns of interlanguage pragmatics in Taiwanese EFL learners: Compliments and compliment response’, The Asian EFL Journal 18(1): 130166.Google Scholar
Yu, M. 2011. ‘Learning how to read situations and know what is the right thing to say or do in an L2: A study of socio-cultural competence and language transfer’, Journal of Pragmatics 43: 11271147.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×