Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-745bb68f8f-mzp66 Total loading time: 0 Render date: 2025-01-13T00:45:37.206Z Has data issue: false hasContentIssue false

Contents

Published online by Cambridge University Press:  09 January 2025

Tony McEnery ,
Isobelle Clarke  and
Gavin Brookes
Tony McEnery
Affiliation:
Lancaster University
Isobelle Clarke
Affiliation:
Lancaster University
Gavin Brookes
Affiliation:
Lancaster University
Type
Chapter
Information
Learner Language, Discourse and Interaction
A Corpus-Based Analysis of Spoken English
 , pp. vii - ix
Publisher: Cambridge University Press
Print publication year: 2025
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NC
This content is Open Access and distributed under the terms of the Creative Commons Attribution licence CC-BY-NC 4.0 https://creativecommons.org/cclicenses/

Contents

  1. List of Figures

  2. List of Tables

  3. Acknowledgements

  4. 1Exploring Learner Discourse: Context, Data and Methods

    1. 1.1Learner Corpora

    2. 1.2The Trinity Lancaster Corpus

    3. 1.3The Spoken BNC 2014

    4. 1.4The Trinity Lancaster L1 Corpus

    5. 1.5Discourse Units

    6. 1.6Language, Form and Function: The MDA Approach

    7. 1.7Short-Text MDA

    8. 1.8Narrative

  5. 2Testing Short-Text Multi-Dimensional Analysis: Approaching Learner Corpus Data at the Micro-Structural Level

    1. 2.1Introduction

    2. 2.2MDA of Learner Language

    3. 2.3Corpus Analysis

    4. 2.4Results

    5. 2.5Examiner Turns

    6. 2.6Conclusion

  6. 3Investigating Discourse Units: Approaching Learner Corpus Data at the Macro-Structural Level

    1. 3.1Introduction

    2. 3.2Dimension 1: Long versus Short Discourse Units

    3. 3.3Dimension 2: Descriptive and Affective versus Informative and Instructive

    4. 3.4Dimension 3: Unknown (Irrealis) versus Known (Realis)

    5. 3.5Conclusion

  7. 4Exploring Discourse Units and Interaction: Context, Cooperation and Scaffolding

    1. 4.1Introduction

    2. 4.2Dimension 4: Informational Narrative versus Seeking and Encoding Stance

    3. 4.3Dimension 5: Persuasion versus Information Seeking

    4. 4.4Conclusion

  8. 5Comparing L1 and L2 Production in the Trinity Lancaster Corpora

    1. 5.1Introduction

    2. 5.2Trinity Lancaster Corpus L1

    3. 5.3The Role of Demonstrative Determiners, Numeral Nouns, Passives and Relatives

    4. 5.4The Optic of Task

    5. 5.5The Role of the Examiner

    6. 5.6The Micro- and the Macro-Level

    7. 5.7Next Steps

  9. 6Describing Discourse Functions in General Spoken Conversation

    1. 6.1Introduction

    2. 6.2Dimension 1: Elaborated Speech versus Discourse Management

    3. 6.3Dimension 2: Interactive Information Exchange versus Attitudinal Descriptions

    4. 6.4Dimension 3: Epistemic Stance versus Informational Recounts

    5. 6.5Dimension 4: Reveal versus Information Seeking

    6. 6.6Dimension 5: Narrative versus Non-Narrative

    7. 6.7Dimension 6: Opinionated Narrative versus Situation-Dependent Commentary

    8. 6.8Dimension 7: Advisory versus Personal Narrative

    9. 6.9The Discourse Unit Level View

  10. 7Understanding L1 Speech, L2 Speech and Context of Production

    1. 7.1Introduction

    2. 7.2L2 Exam-Only Functions

    3. 7.3Exam-Specific Functions Shared by L1 and L2 Speakers

    4. 7.4L1-Only Exam Functions

    5. 7.5L1 Exam- and Conversation-Only Functions

    6. 7.6L1 Conversation-Only Functions

    7. 7.7Conclusion

  11. 8Beginning the Study of Narrative

    1. 8.1Introduction

    2. 8.2Narrative in Linguistics

    3. 8.3A Sociolinguistic View of Narrative

    4. 8.4Narrative Competence in Second Language Acquisition

  12. 9Exploring Narratives in Learner Language

    1. 9.1Introduction

    2. 9.2Annotating Narratives in the Data

    3. 9.3Findings

    4. 9.4The Role of the Examiner

    5. 9.5Conclusion

  13. 10Summing Up and Looking Ahead

  14. Appendix AThe Feature Sets and Decisions for Pooling

  15. Appendix BThe Full Tagset

  16. References

  17. Index

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org 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
×