Universidade Federal do Espirito Santo

Oral Communication

Professor Dr. Aurélia Leal Lima Lyrio

Francyne Gonçalves, Vanessa Gomes Alves de Oliveira 

Chapter 7- Research project ideas and frameworks

The projects selected in the chapter show different approaches of

investigations into the spoken mode towards generalizations, which can be

used in descriptions of spoken discourse or applied in the classroom. Articles

were selected and include qualitative, quantitative, corpus informed,

conversation analytic, ethnographic, phonetic, pragmatic and modern brain

scanning techniques.

In Lam’s “Discourse particles in corpus data and textbooks: the case of the

well”, the author compares the use of discourse particles by expert users of

English in Hong Kong, with their descriptions and presentations in textbooks

designed for leaners of English in the same community. It investigates the

similarities and differences in the use of the particle “well”, in terms of

frequency, positional preference and discourse function. This research is

interesting because of its relevance in the current debates in applied

linguistics and it aims to provide an analysis about spoken language, research

and pedagogy. Lam, in her research, found significant differences in terms of

frequency and nature of the particle in the two sources she was researching.

She focused on both less interactive and more interactive contexts. Finally,

she discovered that textbook discussions over-emphasized the use of “well”

in comparison to the overall use in the corpus. This research is a useful

starting point for the new researcher, because it asks several questions about

the contrasts between speech used outside the classroom and the speech

presented to the learner in the classroom. The article also deals with the

issue of what model the learner should learn: the native-speaker one, or high

achieving non-native speaker.

 

Lam also suggests that “well” can be used with the function of framing. She

says that this use can be helpful to the listener in extended speech, because

it shows transitions points or divergence in the conversation. The book

presents four stages in researching the usage of “well” amongst students.

First, decide the discourse type to be the main focus in relation to the

categories found in Lam. Second, gathering data. Third, record as many

student presentations or discussions as possible. Last one, the results and the

discussions of the findings.

In Hincks “Speaking rate and information content in English lingua franca oral

presentations”, the author quantifies differences in speaking rates in a first

and second language, and examines the effects of slower rates on the

speakers’ abilities to convey information. The participants were 14 fluent

English L2 speakers, who did the same presentation in English and in their

native language, Swedish. The speaking rate, after analysis, was found to be

23% slower in English. Since English is growing more with the time, this

research was found to be useful and relevant. Hincks says that the

characteristics of the speaker would pass from his L1 to his L2. This research

is quantitative. There are two things that would be interesting to do,

according to the book. First would be replicate the study with a different

language or with several languages, and second would be to add a reflective

phase to the study where the speakers are interviewed about the experience

of presenting in each language.

In Cheng and Tsui “Ahh ((laugh)) Well there is no comparison between the

two I think: how do Hong Kong Chinese and native speakers of English

disagree with each other?”, the authors used qualitative analysis of

sequences of disagreements between Chinese speakers of English and native

speakers of English in a conversational excerpt. It presents work on

intercultural pragmatics. Through their analysis, they reach conclusions about

the conversational behavior and relate it to the difference between cultures.

It combines quantitative analysis with conversation analytic tools. In the

beginning of the article, three hypotheses are set up about what

conversational behavior the researches think they may see. First, HKC will

disagree with NSE less frequently than NSE will disagree with HKC. Second,  

HKC will use bald-on-record strategies in their disagreements less frequently

than NSE will use bald-on-record strategies in their disagreements. Third,

 

HKC will use redressive language in their disagreements more frequently

than NSE will use redressive language in their disagreements . The authors

concluded that the first hypothesis was not supported, but the other two

were. The HKC speakers were more soft in their answers, while the NSE were

not that soft. Both had different styles to handle the conversation. In

addition, the frequency of expression of disagreement does not differ

between them.

In Burns and Moore “Questioning in simulated accountant –client

consultations: exploring implications for ESP teaching”, the authors research

investigating spoken accounting discourse derived from simulated

accountant- client consultations. It deals with the spoken interaction in

professional contexts and the ESP classroom. It’s a very interesting article

since there is little research on this subject and it’s important for

international students. It also outlines the importance of role-plays in the

classroom, representing the reality.

In Simpson “Differing expectations in the assessment of the speaking skills of

ESOL learners”, the author studies the assessment of the speaking skills of

adult learners of English for speakers of other languages. The paper brings

together areas of interest in testing: whether the speaking assessment

should be viewed as an interview or as a conversation; divergent

interpretations of the test event by learners; and variation in interlocutor

behavior. It was used a qualitative method of research based on

conversational analysis.

In Straube “Social cues, mentalizing and the neural processing of speech

accompanied by gestures”, the author discusses the body orientation during

conversation, the neural pathways underpinning the comprehension of social

cues, and it’s investigated the influence of addressing vs non- addressing

body orientation on the neural processing of speech accompanied by

gestures. The results were that the social cues influence the neural

processing of speech-gestures utterances. Mentalizing could be the

responsible for this. It shows how the brain works differently in different

conversational situations.