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How much spoken grammar finds its way through Turkish teachers of English?. Dr. Cemal Karaata Fatih University, İstanbul, TURKEY. The impetus for the study.
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Dr. Cemal Karaata
There is a whole debate going on whether spoken grammar forms of English (SGFE) should be taught to learners of English in EFL settings. Two sides of the debate:
Without trying to take a stance on this debate or trying to find an answer to this question, I just wanted to take the picture of our position in our context.
Instead of “should we teach SGFE?”, are we, as non-native teachers of English, aware of SGFE and do we try to teach them to our students?”
Being a typical example of an EFL setting, the findings of this study might be of relevance and interest to similar contexts.
Many learners of English have problem in speaking fluently despite years of formal instruction
a) Kuo and Cullen (2007)
b) Karaata and Soruc (under review)
have shown that the recent findings based on corpora studies have been too slow to filter through ELT practices.
in spoken discourse that arise from the circumstances in which speech (i.e., conversation) is characteristically produced.”
A: Have you got an exam on Monday?
B: <I’ve got> two exams <on Monday>.
A: What exams <have you got>?
B: <I’ve got> German, reading and French oral, French oral’s a doodle.
A: Is it <a doodle?> (Biber et al., 1999:156)
It makes you wonder, you know, all this unemployment.
It was a good book, this.
No, I think it’s about nine hundred, that one.
PLACEHOLDERS are sometimes found in the middle of the phrases, and they are used when the speaker doesn’t remember or know the target vocabulary, which stimulates the listener to hold the place.
QUASI GRAMMAR seems actually incorrect in terms of written grammar, but it is usual and correct in spoken grammar.
The impetus to this study is to try to find out theanswers of the following questions (with no reference to whether SGFE should be taught to non-native speakers of English or not):