Leading researchers in the field of spoken discourse and language
teaching offer an empirically informed, issues-based discussion of
the present state of research into spoken language. They address
some of the complex and rewarding opportunities offered by these
emerging insights for language education and, specifically, for
TESOL. They ask whether new data and evidence that spoken discourse
is a distinctive genre will challenge existing language theories
and teaching. What could be the practical outcomes for curriculum,
teaching approaches, materials and assessment? A stimulating
resource for researchers and for professional and student language
teachers.
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