Hostname: page-component-745bb68f8f-hvd4g Total loading time: 0 Render date: 2025-02-07T09:59:48.628Z Has data issue: false hasContentIssue false
  • English
  • Français

Theoretical Perspectives on Speaking*

Published online by Cambridge University Press:  12 May 2010

Martin Bygate
Get access Rights & Permissions [Opens in a new window]

Extract

Second language (SL) speaking has not been recognized as a research area as readily as have reading, writing, or listening. For instance, the 25th anniversary volume of TESOL Quarterly had papers on reading, writing, and listening, but apart from a paper on pronunciation, not a single one on speaking. This may be due to assumptions such as the following: 1) SLA studies in any case focus on oral language production (e.g., the morpheme acquisition studies in the 1970's, the input-interaction studies of the 1980's for which oral interaction was only a way of acquiring new target language items, and the task-based learning studies of the 1990's);

Type
Theoretical Perspectives on the Four Language Skills
Information
Annual Review of Applied Linguistics , Volume 18 , March 1998 , pp. 20 - 42
Copyright
Copyright © Cambridge University Press 1998

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

UNANNOTATED BIBLIOGRAPHY

Akinasso, F. N. 1982. On the differences between spoken and written language. Language and Speech. 25.97–125.CrossRefGoogle Scholar
Angelil-Carter, S. 1997. Second language acquisition of spoken and written English: Acquiring the skeptron. TESOL Quarterly. 31.263–287.CrossRefGoogle Scholar
Bachman, L. and Palmer, A. S.. 1996. Language testing in practice. Oxford: Oxford University Press.Google Scholar
Bardovi-Harlig, K. and Hartford., B. S. 1990. Congruence in native and normative conversations: Status balance in the academic advising session. Language Learning. 40.467–501.CrossRefGoogle Scholar
Bates, E., et al. 1988. From first words to grammar: Individual differences and dissociable mechanisms. Cambridge: Cambridge University Press.Google Scholar
Beattie, G. W. 1980. The role of language production processes in the organization of behaviour in face-to-face interaction. In B. Butterworth (ed.) Language production. Volume 1. London: Academic Press. 69–107.Google Scholar
Bialystok, E. 1983. Some factors in the selection and implementation of communication strategies. In Faerch, C. and Kasper, G. (eds.) Strategies in interlanguage communication. London: Longman. 100–118.Google Scholar
Biber, D. 1988. Variation across speech and writing. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Biber, D., Conrad, S. and Reppen, R.. 1994. Corpus-based approaches to issues in applied linguistics. Applied Linguistics. 15.169–189.CrossRefGoogle Scholar
Bloor, T. and Bloor, M.. 1995. The functional analysis of English. London: E. Arnold.Google Scholar
Bock, J. K. 1987. Coordinating words and syntax in speech plans. In Ellis, A. (ed.) Progress in the psychology of language. Volume 3. London: L. Erlbaum. 337–387.Google Scholar
Bolinger, D. 1975. Meaning and memory. Forum Linguisticum. 1.2–14.Google Scholar
de Bot, K. 1992. A bilingual production model. Applied Linguistics. 13.1–24.Google Scholar
de Bot, K. and Schreuder, R.. 1993. Word production and the bilingual lexicon. In Schreuder, R. and Weltens, B. (eds.) The bilingual lexicon. Amsterdam: J. Benjamins. 191–214.CrossRefGoogle Scholar
Bremer, K., Roberts, C., Vassear, M., Simonot, M. and Broeder, P.. 1996. Achieving understanding: Discourse in intercultural encounters. London: Longman.Google Scholar
Brown, G. and Yule, G.. 1983. Teaching the spoken language. Cambridge: Cambridge University Press.Google Scholar
Bruner, J. S. 1983. Child's talk. Cambridge: Cambridge University Press.Google Scholar
Bygate, M. 1988. Units of interaction and acquisition in small group work. Applied Linguistics. 9.59–82.CrossRefGoogle Scholar
Carter, R. and McCarthy, M.. 1995. Grammar and spoken language. Applied Linguistics. 16.141–158.CrossRefGoogle Scholar
Carter, R. and McCarthy, M.. 1997. Exploring spoken English. Cambridge: Cambridge University Press.Google Scholar
Chafe, W. L. 1985. Linguistic differences produced by differences between speaking and writing. In Olson, D. R., Torrance, N. and Hildyard, A. (eds.) Literacy, language and learning: The nature and consequences of reading and writing. Cambridge: Cambridge University Press. 105–123.Google Scholar
Coulmas, F. (ed.) 1981. Conversational routines explorations in standardized communication situations and prepatterned speech. The Hague: Mouton.Google Scholar
Coupland, J., Robinson, J. D. and Coupland, N.. 1994. Frame negotiation in doctor-elderly patient consultations. Discourse and Society. 5.89–124.CrossRefGoogle Scholar
Crookes, G. 1986. Task classification: A cross-disciplinary review. Honolulu, HI: Center for Second Language Classroom Research. Social Science Research Institute, University of Hawaii at Manoa. [Technical Report No. 4.]Google Scholar
Crookes, G. 1989. Planning and interlanguage variation. Studies in Second Language Acquisition. 11.367–383CrossRefGoogle Scholar
Crookes, G. 1991. Second language speech production research. Studies in Second Language Acquisition. 13.113–132.CrossRefGoogle Scholar
Dörnyei, Z. and Scott., M. L. 1997. Communication strategies in a second language: Definitions and taxonomies. Language Learning. 47.173–210.CrossRefGoogle Scholar
Eggins, S. and Slade, D.. 1997. Analysing casual conversation. London: Cassell.Google Scholar
Ellis, R. 1987. Interlanguage variability in narrative discourse: Style shifting in the use of the past tense. Studies in Second Language Acquisition. 9.1–20.CrossRefGoogle Scholar
Faerch, C. and Kasper, G.. 1983. Plans and strategies in foreign language communication. In Faerch, C. and Kasper, G. (eds.) Strategies in interlanguage communication. London: Longman. 20–60.Google Scholar
Foster, P. and Skehan, P.. 1996. The influence of planning and task-type on second language performance. Studies in Second Language Acquisition. 18.299–324.CrossRefGoogle Scholar
Garman, M. 1990. Psycholinguistics. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Garrett, M. F. 1980. Levels of processing in sentence production. In Butterworth, B. (ed.) Language production. Volume 1. London: Academic Press. 155–176.Google Scholar
Gathercole, S. E. and Baddeley, A. D.. 1993. Working memory and language. Hove: L. Erlbaum.Google Scholar
Giles, H., Coupland, N. and Coupland, J.. 1991. Accommodation theory: Communication, context, and consequence. In Giles, H., Coupland, N. and Coupland, J. (eds.) Contexts of communication. Cambridge: Cambridge University Press, and Paris: Editions de la Maison des Sciences de 1'Homme. 1–68.Google Scholar
Griffiths, R. 1991. Pausological research in an L2 context: A rationale, and review of selected studies. Applied Linguistics. 12.345–364.CrossRefGoogle Scholar
Gumperz, J. 1982. Discourse strategies. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Halliday, M. A. K. 1985. An introduction to functional grammar. London: E. Arnold.Google Scholar
Hargie, O. 1986. Communication as skilled behaviour. In O. Hargie (ed.) A handbook of communication skills. Beckenham: Croom Helm. 7–21.Google Scholar
Hargie, O. and Marshall, P.. 1986. Interpersonal communication: A theoretical framework. In Hargie, O. (ed.) A handbook of communication skills. Beckenham: Croom Helm. 22–56.Google Scholar
Hatch, E. 1992. Discourse and language education. Cambridge: Cambridge University Press.Google Scholar
Hildyard, A. and Hidi, S.. 1985. Oral-written differences in the production and recall of narratives. In Olson, D. R., Torrance, N. and Hildyard, A. (eds.) Literacy, language and learning: The nature and consequences of reading and writing. Cambridge: Cambridge University Press. 285–306.Google Scholar
Holmes, J. 1995. Women, men and politeness. London: Longman.Google Scholar
Hulstijn, J. 1990. A comparison between the information-processing and the Analysis/Control approaches to language learning. Applied Linguistics. 11.30–45.CrossRefGoogle Scholar
Johnson, K. 1996. Language teaching and skill learning. Oxford: Blackwell.Google Scholar
Kasper, G. (ed.) 1996. The development of pragmatic competence. [Special issue of Studies in Second Language Acquisition. 18.2.]Google Scholar
Kasper, G. and Dahl, M.. 1991. Research methods in interlanguage pragmatics. Studies in Second Language Acquisition. 13.215–247.CrossRefGoogle Scholar
Laver, J. D. M. 1970. The production of speech. In Lyons, J. (ed.) New horizons in linguistics. Harmondsworth: Penguin. 53–75.Google Scholar
Lennon, P. 1990. Investigating fluency in EFL: A quantitative approach. Language Learning. 40.387–417.CrossRefGoogle Scholar
Levelt, W. J. M. 1978. Skill theory and language teaching. Studies in Second Language Acquisition. 1.53–70.CrossRefGoogle Scholar
Levelt, W. J. M. 1989. Speaking: From intention to articulation. Cambridge, MA: MIT Press.Google Scholar
Locke, J. 1993. The child's path to spoken language. Cambridge, MA: Harvard University Press.Google Scholar
Madden, C. and Myers, C. (eds.) 1994. Discourse and performance of international teaching assistants. Alexandria, VA: TESOL.Google Scholar
McLaughlin, B. 1990. Restructuring. Applied Linguistics. 11.129–158.CrossRefGoogle Scholar
McNamara, T. 1996. Measuring language performance. London: Longman.Google Scholar
Miller, G. A., Galanter, E. and Pribram, K. H.. 1960. Plans and the structure of behaviour. New York: Holt, Rinehart and Winston.CrossRefGoogle Scholar
Mitchell, R. and Martin, C.. 1997. Rote learning, creativity and ‘understanding’ in classroom foreign language teaching. Language Teaching Research. 1.1.1–27.CrossRefGoogle Scholar
Nattinger, J. and DeCarrico, J.. 1992. Lexical phrases and language teaching. Oxford: Oxford University Press.Google Scholar
Ochs, E. and Schieffelin., B. B. 1983. Acquiring conversational competence. London: Routledge & Kegan Paul.Google Scholar
Pawley, A. and Syder., F. H. 1983. Two puzzles for linguistic theory: Nativelike selection and nativelike fluency. In Richards, J. C. and Schmidt, R. W. (eds.) Language and communication. London: Longman. 191–227.Google Scholar
Peters, A. 1983. Units of language acquisition. Cambridge: Cambridge University Press.Google Scholar
Peirce, B. N. 1995. Social identity, investment and language learning. TESOL Quarterly. 29.9–31.CrossRefGoogle Scholar
Pica, T., Kanagy, R. and Falodun, J.. 1993. Choosing and using communicative tasks for second language instruction. In Crookes, G. and Gass, S. (eds.) Tasks and language learning: Integrating theory and practice. Clevedon, Avon: Multilingual Matters. 9–34.Google Scholar
Poulisse, N. and Bongaerts, T.. 1994. First language use in second language production. Applied Linguistics. 15.36–57.CrossRefGoogle Scholar
Ranney, S. 1992. Learning a new script: An exploration of sociolinguistic competence. Applied Linguistics. 13.25–50.CrossRefGoogle Scholar
Ross, S. and Berwick, R.. 1992. The discourse of accommodation in oral proficiency interviews. Studies in Second Language Acquisition. 14.159–176.CrossRefGoogle Scholar
Schleppegrell, M. J. 1996. Conjunction in spoken English and ESL writing. Applied Linguistics. 17.271–285.CrossRefGoogle Scholar
Schreuder, R. and D'Arcais, G. B. Flores. 1992. Psycholinguistic issues in the lexical representation of meaning. In Marslen-Wilson, W. (ed.) Lexical representations and process. Cambridge, MA: MIT Press. 409–436.Google Scholar
Schreuder, R. and D'Arcais, G. B. Flores. and Weltens, B. (eds.) 1993. The bilingual lexicon. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Selinker, L. and Douglas, D.. 1985. Wrestling with ‘context’ in interlanguage theory. Applied Linguistics. 6.190–204.CrossRefGoogle Scholar
Shohamy, E. 1994. The validity of direct versus semi-direct oral tests. Language Testing. 11.99–124.CrossRefGoogle Scholar
Skehan, P. 1986. Cluster analysis and the identification of learner types. In Cook, V. (ed.) Experimental approaches to second langage acquisition. Oxford: Pergamon.Google Scholar
Skehan, P. 1996. A framework for the implementation of task-based instruction. Applied Linguistics. 17.38–62.CrossRefGoogle Scholar
Snow, C. 1987. Beyond conversation: ‘Second language learners’ acquisition of description and explanation. In Lantolf, J. and Labarca, A. (eds.) Research in second language learning: Focus on the classroom. Norwood, NJ: Ablex. 3–16.Google Scholar
Stenstrom, A-B. 1994. An introduction to spoken interaction. London: Longman.Google Scholar
Swain, M. 1985. Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. M. and Madden, C. G. (eds.) Input in second language acquisition. Rowley, MA: Newbury House. 235–253.Google Scholar
Swain, M. and Lapkin, S.. 1997. Task-based collaborative dialogue: Two adolescent French immersion students interacting and learning. Paper presented at Annual Meeting of the American Association for Applied Linguistics. Orlando, Florida, March 1997.Google Scholar
Tannen, D. 1982. Oral and literate strategies in spoken and written narratives. Language. 58.1–21.CrossRefGoogle Scholar
Tannen, D. 1984. Conversational style: Analyzing talk among friends. Norwood, NJ: Ablex.Google Scholar
Tannen, D. 1989. Talking voices. Cambridge: Cambridge University Press.Google Scholar
Tannen, D. 1990. You just don't understand. Women and men in conversation. New York: William Morrow & Co Inc.Google Scholar
Tarone, E. 1987. Variation in interlanguage. London: Arnold.Google Scholar
Tarone, E. and Swain, M.. 1995. A sociolinguistic perspective on second-language use in immersion classrooms. Modern Language Journal. 79.166–178.CrossRefGoogle Scholar
Thompson, S. 1994. Aspects of cohesion in monologue. Applied Linguistics. 15.58–75.CrossRefGoogle Scholar
Towell, R., Hawkins, R. and Bazergui, N.. 1996. The development of fluency in advanced learners of French. Applied Linguistics. 17.84–119.CrossRefGoogle Scholar
Tsui, A. B. 1994. English conversation. Oxford: Oxford University Press.Google Scholar
Tyler, A. 1992. Discourse structure and the perception of incoherence in international teaching assistants’ spoken English. TESOL Quarterly. 26.713–730.CrossRefGoogle Scholar
Tyler, A. 1994. The role of syntactic structure in discourse structure: Signaling logical and prominence relations. Applied Linguistics. 15.243–262.CrossRefGoogle Scholar
Weinert, R. 1995. The role of formulaic language in second language acquisition: A review. Applied Linguistics. 16.180–205.CrossRefGoogle Scholar
Willing, K. 1987. Learning styles and adult migrant education. Adelaide: National Curriculum Resource Centre.Google Scholar
Wodak, R. 1996. Disorders of discourse. London: Longman.Google Scholar
Wong-Fillmore, L. 1979. Individual differences in second language acquisition. In Fillmore, C. J., Kempler, D. and Wang, W. (eds.) Individual differences in language ability and language behaviour. New York: Academic Press.Google Scholar
Wong-Fillmore, L. 1982. Instructional language as linguistic input: Second language learning in classrooms. In Wilkinson, L. (ed.) Communicating in the classroom. New York: Academic Press.Google Scholar
Wray, A. 1992. The focusing hypothesis: The theory of left-language re-examined. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Young, R. 1995. Conversational styles in language proficiency interviews. Language Learning. 45.3–42.CrossRefGoogle Scholar
Young, R. and Milanovic, M.. 1992. Discourse variation in oral proficiency interviews. Studies in Second Language Acquisition. 14.403–424.CrossRefGoogle Scholar
Yule, G. 1996. Pragmatics. Oxford: Oxford University Press.Google Scholar
Yule, G. and Macdonald, D.. 1990. Resolving referential conflicts in L2 interaction: The effect of proficiency and interactive role. Language Learning. 40.539–556.CrossRefGoogle Scholar
Yule, G. and Tarone, E.. 1991. The other side of the page: Integrating the study of communication strategies and negotiated input. In Phillipson, R., et al. (eds.) Foreign/second language pedagogy research. Clevedon, Avon: Multilingual Matters.Google Scholar
Zuengler, J. 1991. Accommodation in native-nonnative interactions: Going beyond the ‘what’ to the ‘why’ in second-language research. In Giles, H., Coupland, J. and Coupland, N. (eds.) Contexts of accommodation. Cambridge: Cambridge University Press and Paris: Maison des Sciences de l'Homme. 223–244CrossRefGoogle Scholar
Zuengler, J. and B., Bent. 1991. Relative knowledge of content domain: An influence on native-non-native conversations. Applied Linguistics. 12.397–415.CrossRefGoogle Scholar