Spoken texts and the language classroom: Comparing spoken and written discourse

According to Burns (2001: 124), the teaching of speaking in foreign language learning is still largely based on ‘idealised’ spoken texts, which are designed specifically for the language classroom and are generally in the form of scripted dialogues developed from the writers’ intuitions about spoken interaction. This state of affairs has both its advantages andContinue reading Spoken texts and the language classroom: Comparing spoken and written discourse

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