Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/1462
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dc.contributor.authorNava, Andrea-
dc.contributor.authorPedrazzini, Luciana-
dc.date.accessioned2011-11-23T08:27:44Z-
dc.date.available2011-11-23T08:27:44Z-
dc.date.issued2011-
dc.identifier.citationStudies in Second Language Learning and Teaching, 2011, vol. 1, no. 1, pp. 37-56.pl_PL
dc.identifier.issn2083-5205-
dc.identifier.urihttp://hdl.handle.net/10593/1462-
dc.description.abstractWe describe an exploratory study carried out within the University of Milan, Department of English the aim of which was to analyse features of the spo-ken English of first-year Modern Languages undergraduates. We compiled a learner corpus, the “Role Play” corpus, which consisted of 69 role-play in-teractions in English carried out by first-year students at B1+-B2 levels ac-cording to the Common European Framework of Reference. The analysis fo-cused on the students’ use of two features of spoken English grammar, tails and the discourse markers ‘yes’ and ‘yeah’. Instances of these features from the data were compared with examples of British native speaker, learner and Italian native speaker usage. Preliminary findings pointed to the role of the students’ first language, L2 proficiency and specific task features in the range and frequency of these phenomena as well as in the functions they deployed in the spoken discourse of the informants.pl_PL
dc.language.isoen_USpl_PL
dc.subjectLearner corpus researchpl_PL
dc.subjectSecond language spoken discoursepl_PL
dc.subjectSpoken grammarpl_PL
dc.subjectTailspl_PL
dc.subjectDiscourse markerspl_PL
dc.titleInvestigating L2 spoken English through the role play learner corpuspl_PL
dc.typeArtykułpl_PL
Appears in Collections:Studies in Second Language Learning and Teaching, 2011, vol. 1, no. 1

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