lexical resources and interpersonal function at c1 and c2 speaking levels siân morgan centro...
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Lexical resources and interpersonal function at C1
and C2 speaking levels
Siân MorganCentro Linguistico di Ateneo
Università di Modena e Reggio EmiliaItaly
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Today’s session
• research on variables influencing test performance
• examples of interpersonal devices used at B1, B2, C1 and C2 levels
• transcripts of C1 and C2 interactive tasks
• analyse a recording together
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Some research findings
• paired or individual format? (Brooks 2009)
• degrees of extroversion (Nakatsuhara 2009)
• similarity of level (Nakatsuhara 2006; Norton 2005)
• familiarity of partner (O’Sullivan 2002)
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B1 expressing opinion
In my opinionIt’s a good idea but…I think the best for her is I think it is very boringFor me*As for me, I think*It’s my cup of tea *
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B1 Agreeing
Yes I like that idea
I think this is important
I agree with you
Yes I see eye to eye with you*
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B1 Qualified agreementand disagreement
Yes it could be nice but I think X could be moreIt could be, but I don’t thinkI partially agree with you
I don’t agree with youI don’t think so I don’t think it’s the best ideaI’d prefer to
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B1 Suggesting
I don’t think it’s the best idea
It could be ..
It can be..
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B2 Expressing opinion In my opinion (sentence initial position) For me
I think this is a very good thingSo that’s a bit of a waste..which wouldn’t be good for the town
So that’s not really healthy
Maybe this picture
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B2 Agreeing
Yes I agree with youI couldn’t agree more Exactly Yeah Repetition + yes Yes + repetitionSynonym + yes Ah yes Yes that’s right
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B2 Disagreeing
I don’t know if that’s too good though
Actually, I think….
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C1 Expressing opinion‘X is very important’
I think X is essential
I think X is of great importance
If there were any kind of X then I think I would choose that town
I’d say probably the first are
I would say that
I have the impression they are happy
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C1 agreement
You’re absolutely right I totally agree with you I agree with you when you sayYou’re right Yes you are right Yes I think that’s right… X are always very
important Yes I see what you mean.
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C1 qualified agreement
I totally agree with you about X but I think that ….
You might be right but I think..
I think its surely important but even if
I agree and I disagree with you (uses intonation)
I don’t know
..
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C2 expressing opinion
maybe one of the most important things is ..
this might be a useful way toI think it might be
I personally findI personally believe that
It seems to me It’s an even more prepared pose, no?
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C2 agreeing
yeah I agree .. they could represent (agreeing and adding justification)
er yeah so you can discover (agreeing and justifying)
yeah and also ( agreeing and adding another suggestion)
yeah we could include (agreeing and suggesting)
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Food for thought ?
‘the colourful,the curious, the rare’ …are more psychologically salient’ to the observer’
‘the banal, hidden, subliminal patterns of everyday lexicon stubbornly resist exposure’
(O’ Keefe,Carter & McCarthy)
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Mariastella & Veronica• VR: Er I don’t think so because erm I think that
mm most people are not so good in the kitchen so mmm maybe ..erm it could be also stressing… .to try to cook when you are not so good at …
• • MS: Really? I don’t think so because maybe if
you’re not good ..at cooking er you can improve you can learn..it’s a way to learn….above all for for …male since female are better ..
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Elisabetta and Chiara 1
..I think it might be interesting
..well these 2 pictures seem to represent different periods I think
…and this might be a useful way to raise money
…this idea we hadn’t thought of ….organising courses and encouraging people to effectively produce
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Elisabetta and Chiara 2
E….. it helps maybe er when you er get funds because people will pay for what they eat or drink
C. For the service …and this might be a useful way to raise money and maybe a small service to a limited budget could organise activities for children …
E: ..and schools
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Elisabetta and Chiara 3
E: well in a museum obviously the main activity is the er exposition the exposition and er the description of the collection, permanent and temporary
C: And obviously also a service of tourist guides and..
E: and er maybe a small cafeteria or something like that to provide er
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Points for reflection
1. Can ‘fixed expressions’ become a straightjacket even at lower levels if taught too prescriptively?
2. What do we consider to be appropriate discourse and interaction at higher levels?
3. The more native-like the language performance is, might pragmatic error create more of a negative impression because unexpected ?
4. In a world of limited classroom contact, how can we best help students aiming for C2 level?
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ReferencesCarter, R & McCarthy, M (1997). Exploring Spoken English, (Cambridge
University Press)
Davies, A. (1995). Proficiency or the native speaker: what are we trying to achieve in ELT?’ in Principle and Practice in Applied linguistics (Oxford University Press).
Galaczi E. (2010). Paired speaking tests: an approach grounded in theory and practice. (in Mader and Urkun eds.) Recent approaches to Teaching and Assessing Speaking. IATEFL Teasig
Hartle, S(2010) What is spoken level and how should we assess it?
(in Mader and Urkun eds.) Recent approaches to Teaching and Assessing Speaking. IATEFL Teasig
McCarthy, M. (2009). English Profile in Teacher talk from Nottingham www.nottingham.ac.uk/ttfn/
O’ Keefe, A. , McCarthy, M. & Carter, R.(2007). From Corpus to Classroom (Cambridge)
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Diolch yn Fawr!
Siân MorganLanguage Centre
University of Modena & Reggio Emilia Italy