Spoken Grammar and its Role in
the English Language Classroom
Which one is from an English textbook?
A: I ordered some paint
from you uh, a couple
of weeks ago some
vermilion.
B: Yuh.
A: And I wanted to order
some more. Name’s
Boyd.
B: Yes
B: ... How many tubes
would you like sir?
A: Uhm wha’s the price
now eh with VAT you
know?
B: I’ll just work that out
for you.
A: Thanks.
A: My little brother is a
really good student.
B: Why do you say
that?
A: Well, he’s really
smart, so he always
gets good grades.
B: Hmmm. Maybe he
gets good grades
because he studies
hard
.
Topics of the Webinar
1. Spoken vs. Written English
2. What is Spoken Grammar?
- 6 specific features
3. Questions about Spoken Grammar
4. Activities for Teaching Spoken
For this webinar, you will need:
- Paper
Spoken English vs. Written English
More Formal,
More Planned
Less
Formal,
Less
Planned
1. a formal essay
2. a conversation
with a
close friend
3. an email to your
boss
4. an email to your
mom
5. a presidential
speech
6. a text message
7. a phone call to a
co-worker
Where would you put the
following items on the line
How do “spoken English” and “written
English” differ?
Written English
Spoken English
Planned, written in
stages
Spontaneous, unplanned
Prepared in advance,
over a long period of
time
Produced in Real-Time
Chance to revise and
edit
No opportunity for
editing
Writing is often solitary,
without immediate
feedback from readers
Occurs face-to-face,
interactive with
immediate feedback
from listener
Okay, so what is spoken grammar?
Grammar = “the rules of language”
Spoken Grammar = “the rules of
speaking”
Spoken grammar consists of the
features of language that allow
speakers to communicate in
Spoken Grammar 1: Ellipsis
Ex: (That)
Sounds good
.
Ex: (That is)
Absolutely right
.
Ex: (Do you)
Wanna dance?
-
situational ellipsis:
shared
context
Which sentences below contain
an ellipsis?
A) Did you go to the party last
night?
B) You go to the party last night?
Spoken Grammar 2: Heads
Ex:
That old lady
, I really like
her.
- Introduces the topic first
- Gives speakers and listeners
more
Which sentence below contains
a “head”?
A) That new teacher, I really like
her.
B) I really like that new teacher.
Spoken Grammar 3: Tails
Ex: “She's very nice,
that new
teacher from America.
Ex: “It's a serious picture,
that.
”
-clarify a comment
- express a personal attitude or
judgment
Which sentence below contains a
“tail”?
A) The chocolate cake at that
restaurant is to die for.
B) Did you like the chocolate cake at
that restaurant?
Spoken Grammar 4: Fillers
Ex (Filler):
Er, Erm, Well, Uh, Um
Fillers
:
-at the beginning of a turn: gives speaker
more time
-at the end of a turn: signals that the
speaker wishes to continue
-serve interpersonal and conversational
functions
Which sentences below include
fillers?
A) Do you know, um, what his phone
number is?
B) I really can’t remember, uh, what,
uh, his phone number is.
Spoken Grammar 5: Backchannels
Ex (Backchannel):
Uh-huh, oh, really, yeah
Backchannels:
words used to acknowledge
what the speaker says and encourage him
to continue
-serve interpersonal and conversational
functions
Which response below includes
backchannels?
A) I totally agree with you.
B) Uh, I’m not sure if, ah, I really
agree with you.
Spoken Grammar 6: Phrasal Chunks
Ex:
sort of, kind of, stuff like that
Ex:
a bit, a little bit
Ex:
you know, I mean
-create vagueness
-modify and show politeness
- mark discourse structures
-can also act as fillers, giving
Which sentence below includes
phrasal chunks?
A) I mean, you know, he’s a very
good student.
B) He’s a very good student.
Quiz!
Can you identify the spoken grammar characteristic below?
1. She’s my best friend,
Amanda
is
.
(Answer: Tail!)
Quiz!
Can you identify the spoken grammar characteristic below?
2.
You know
, the quiz was
kind of
hard.
(Answer: Phrasal Chunk!)
Quiz!
Can you identify the spoken grammar characteristic below?
3.
Wanna
come over tonight?
(Answer: Ellipsis! – Do you want to come over
tonight?)
Quiz!
Can you identify the spoken grammar characteristic below?
4.
Well, uh, uh
, I might,
uh
, if I have
time.
(Answer: Fillers and Ellipsis! –
might what
?)
Quiz!
Can you identify the spoken grammar characteristic below?
5.
Uh-huh
, I definitely agree with
you.
(Answer: Backchannel!)
Quiz!
Can you identify the spoken grammar characteristic below?
6.
That new dress I bought
, it was
really expensive.
(Answer: Head!)
Q1) Why teach Spoken grammar?
- Help speakers and listeners cope with
processing information and communicating
in real-time
- Perform important interactive, social, and
communicative functions
Q2) Why should you use authentic
materials to teach spoken grammar?
- Not covered well in textbooks
- “Conversations” in textbooks can not serve
as a reliable model for teaching spoken
grammar
- We need authentic, spoken class material
with features of spoken grammar.
Question:
What kinds of
activities could
you use to
teach spoken
grammar in
your class?
Can you think of an example activity for each?
Ellipsis: Teaching Activities
*
Stand Up or Sit Down
•
No Ellipsis (long version):
Stand-Up
•
Ellipsis (short version): Sit-Down
Ellipsis: Teaching Activities
Written Dialogues:
-
Give students a written dialogue
-
students either fill in omitted words
or create their own ellipsis
Example:
Lily:
I just saw the most extraordinary
thing on television.
Charles:
What was it?
Lily:
It was this woman who had a
severe injury and lost her arm.
Charles:
What’s extraordinary about
that? It sounds terrible.
Example:
Lily:
I just saw the most extraordinary
thing on television.
Charles:
What was it?
Lily:
It was this woman who had a
severe injury and lost her arm.
Charles:
What’s extraordinary about
that? It sounds terrible.
Ellipsis: Teaching Activities
Long vs. Short Conversations:
-
Students write two
conversations – a “long” version
and a “short” version
-
Then, act out both versions for
Ellipsis: Teaching Activities
*
Ellipsis Video
– give students a script and have them watch
a video
-
students cross out omitted words
Now you try!
Watch the video and cross out
Interviewer:
So, uh, how long have you
been in London?
Interviewee
: I have been in London two
weeks.
Interviewer
: Is that really true? So what
do you do?
Interviewee:
I study graphic design at
Camberwell School of the Arts.
Interviewer:
So, this is your first two
weeks?
Interviewee:
Yes, this is my first two
weeks. It’s quite a big impact. London is
very big, there are lots of people, and it’s
quite expensive as well.
Ellipsis: Games
*
Game 1:
- Divide students into Groups
-
Give Students a “Long” Question or
Sentence
-
Groups use Ellipsis to Make it Shorter
-
Give One Point for Each Correct Answer
Example Question: Do you want to dance?
Student Answers: You want to dance?
Wanna dance?
Ellipsis: Games
Game 2:
-
Put Students in Pairs
-
Pairs Challenge Each Other
-
One Pair Gives a Long Question or
Sentence
-
The Other Pair Must Make it Shorter
-
One Point for Each
Correct Answer
Example:
Teaching Activities: Heads/Tails
Directions:
Which sentence or question
below is more formal? Can you underline
the head or tail in the sentences and
questions below? Why does the speaker use
them?
1A.
Isn’t your brother a soccer player?
1B.
Your brother, he’s a soccer player,
isn’t he?
2A.
Robert is really clever.
Teaching Activities: Heads/Tails
Now add a head or tail to the sentences or
questions below.
1. Amanda is a great teacher, _________.
2. __________, he can speak English, can’t
he?
3. __________, it costs only 10 dollars, right?
Teaching Activities: Heads/Tails
Heads:
-
Student A give the “head” or topic of the statement
-
Student B finishes the Statement
Tails:
-
Student A gives the statement
-
Student B adds a tail
“Head” Example:
Student A: Our teacher
Student B: She is really, really nice.
“Tail” Example:
Fillers and Backchannels: Example Lesson Plan
Step 1: In pairs, students write a short
conversation.
Step 2: Introduce the idea of fillers and
backchannels. Then have students complete the
worksheet and discuss as a class.
Step 3: Watch a short video with a conversation
from a TV show. Have students count the number
of fillers and backchannels the characters use.
Discuss the results as a class.
Fillers and Backchannels: Classroom Activities
Directions:
Put the following words in the correct column below.
Then, add two more words for each column.
Oh, hmmm, ah, um, I see, uh huh, er, really
Fillers:
words that give you
time to think, create a
pause, or indicate you’re not
finished talking
Backchannels:
words that
show you are listening and
understand what someone
else is saying
Example
:
Teacher:
The question for Unit 1 is “Do you like your
name?” How about you, Yuna? Were you named after
someone in your family?
Yuna:
Yes, my aunt.
Teacher:
Is your name common in Korea?
Yuna:
Yes, it is.
Teacher:
What about you Sophy? Where did your name
come from?
Sophy:
It’s not really a family name. My parents just liked it.
Teacher:
Do you like it?
Sophy:
Yes, I do. But people spell it wrong a lot. Or they
think it’s short for Sofia, but it’s not.
Teacher:
Do you like your name, Marcus?
Marcus:
Sure. It’s a great name. It was my father’s and my
grandfather’s and my great-grandfather’s.
Fillers
and
Backchannels
: Classroom Activities
Example
: (Skills for Success: Listening and Speaking 1)
Teacher
: The question for Unit 1 is “Do you like your name?” How
about you, Yuna?
Um . . .
Were you named after someone in your
family?
Yuna
: Yes,
er
. . . my aunt.
Teacher
:
Oh, I see
. Is your name common in Korea?
Yuna
: Yes, it is.
Teacher
:
Really?
What about you Sophy?
Um . . .
Where did your
name come from?
Sophy
:
Ah
, It’s not really a family name. (teacher:
oh
) My parents
just liked it.
Teacher
:
Uh Huh
, Do you like it?
Sophy
: Yes, I do. But,
um . . .
people spell it wrong a lot. (teacher:
uh huh
) Or they think it’s short for Sofia, but it’s not.
Teacher
:
I see.
Do you like your name, Marcus?
Phrasal Chunks: Classroom Activities
-
After introducing phrasal chunks, students
work to categorize them by function/situation.
-
Students can watch a video and count the new
phrasal chunks they hear – this will raise their
awareness of their overall frequency.
-
Students add phrasal chunks to pre-existing
conversations.
Phrasal Chunks: Example Worksheet
Create Vagueness: when you don’t want to or can’t be very specific
Modify: to modify an
amount
Modify: to modify an
amount
Instructions
: Put the following words into the chart below. Then, add
two more words for each category.
Phrases
: By the way, Sort of, a bit, speaking of, a
little bit, you know, stuff like that, kind of, I mean, as I
was saying, or something, quite a lot of, plenty of
Answers
: sort of,
kind of, stuff like
that, or something
Possible Additional Answers: or so, more or less, -ish, and so on
Answers
: A bit, a
little bit, quite a lot
of, plenty of
Possible Additional Answers: a great deal of, a little, a large
number of, the majority of
Answers
: You know,
I Mean, as I was
saying, by the way,
speaking of
Possible Additional Answers: on the other hand, basically,
Teaching Activity: All Spoken Grammar
Interview Project
1) Students interview an advanced or
native speaker of English and record the
interview.
(3-5 questions)
2) Students then transcribe their interview
and identify elements of spoken grammar.
3) Finally, students give a class
presentation, playing the video,
Webinar Summary
- Teach spoken grammar to increase students’ spoken
fluency.
- Spoken grammar, or the “rules of spoken language,”
includes
Ellipsis, Heads, Tails, Fillers, Backchannels, and
Phrasal Chunks
.
- Use authentic materials (such as videos and radio
interviews) that include spoken grammar features.
- Activities should raise students’ awareness of different
features of spoken grammar.
- Classroom activities must also encourage students to
Any
questions?
References
Basturkman, Helen. (2001). “Descriptions of Spoken Language for High Level Learners: The Example of Questioning.” ELT Journal 55/1. 4-13.
Carter, Ronald, Rebecca Highes, and Michael McCarthy. (1998). “Telling Tails:
Grammar, The Spoken Language, and Materials Development.” Brian Tomlinson, ed. Materials Development in Language Teaching. Cambridge: Cambridge
University Press. 67-84.
Carter, Ronald and Michael McCarthy. (1995a). “Grammar and the Spoken Language.” Applied Linguistics 16/2. 141-158.
Carter, Ronald and Michael McCarthy. (1995b). “Spoken Grammar: What is it and How Can we Teach it?” ELT Journal 49/3. 207-218.
Cullen, Richard and I-chun Kuo. (2007). “Spoken Grammar and ELT Course Materials: A Missing Link?” TESOL Quarterly 41/2. 361-386.
Fung, Loretta and Ronald Carter. (2007). “Discourse Markers and Spoken English: Native and Learner Use in Pedagogic Settings.” Applied Linguistics 28/3. 410-439. Goh, Christine. (2009). “Perspectives on Spoken Grammar.” ELT Journal 63/4. 303–
312.
Hughes, Rebecca and Michael McCarthy. (1998). “From Sentence to Discourse:
Discourse Grammar and English Language Teaching.” TESOL Quarterly 32/2. 263- 287.
Kuo, I-Chun. (2006). “Addressing the Issue of Teaching English as a Lingua Franca.” ELT Journal 60/3. 213-221.
Leech, Geoffrey. (2000). “Grammars of Spoken English: New Outcomes of Corpus-Oriented Research.” Language Learning 50/4. 675-724.
References (cont)
Mumford, Simon. (2009). “An Analysis of Spoken Grammar: The Case for Production.” ELT Journal 63/2. 137-144.
Perez-Llantada, Carmen. (2009). “Textual, Genre, and Social Features of Spoken
Grammar: A Corpus-Based Approach.” Language Learning and Technology 13/1. 40-58.
Ruhlemann, Christoph. (2006). “Coming to Terms with Conversational Grammar.” International Journal of Corpus Linguistics 11/4. 385-409.
Ruhlemann, Christoph. (2008). “A Register Approach to Teaching Conversation: Farewell to Standard English?” Applied Linguistics 29/3. 672-693.
Stenstrom, Anna-Brita.(2004). An Introduction to Spoken Interaction. London: Longman Group.
Timmis, Ivor. (2002). “Native-Speaker Norms and International English: A Classroom View.” ELT Journal 56/3: 240-9.
Timmis, Ivor. (2009). “'Tails' of Linguistic Survival.” Applied Linguistics 31/3. 325-345.
Timmis, Ivor. (2005). “Towards a Framework for Teaching Spoken Grammar.” ELT Journal 59/2. 117-125.
Tucker, Gordon. (2005). “Extending the Lexicogrammar: Towards a More Comprehensive Account of Extraclausal, Partially Clausal and Non-Clausal Expressions in Spoken Discourse.” Language Sciences 27. 679-709.
