Notes on CANCODE Corpus and Spoken English

Introduction

  • Focus on spoken English: Traditionally, English language descriptions, especially grammar, have been derived from written sources. This has led to a narrow definition of 'correct grammar', overlooking many normal spoken utterances.
  • Changing perspectives: The advent of spoken corpora, such as the CANCODE corpus, is changing how we understand and teach English grammar.

CANCODE Corpus

  • Overview: Constructed from 1995 to 2002, the CANCODE corpus contains 5 million words of spoken English, focusing on qualitative analysis rather than just quantitative size.
  • Purpose: To provide a contextualized description of grammar reflecting varied communicative contexts, making it useful for language teaching.

Authentic vs. Scripted Dialogues

  • Differences: Naturally occurring language (Text 2) compared to scripted textbook dialogues (Text 1) highlights the predictability and simplicity of textbook conversations versus the complexity of authentic spoken interactions.
  • Examples:
    • Text 1 (scripted): Structured, polite, and predictable dialogues.
    • Text 2 (authentic): Includes interruptions, pauses, and informal language, better reflecting real conversations.

Features of Spoken Language

  • Tails: A prominent feature of conversational grammar, often underrepresented in traditional grammar. Tails involve repetition or clarification, serving to engage listeners more interactively.
  • Basic Examples:
    • He's a real problem, Jeff.
    • It's too hot for me, Singapore.
  • Purpose: They express attitudes, emphasize points, and provide cohesion in informal speech.

Teaching Tails in Language Learning

  • Importance of Tails: Recognized as essential for understanding spoken grammar but often neglected in language materials. They help convey emotions and evaluations.
  • Integration in Teaching: Materials need to incorporate tails to help learners express feelings and attitudes effectively in spoken English.

Grammar as a Choice

  • Patterns and Interpersonal Choices: Tails mark choices in spoken interactions. Learners should understand the subtlety in their use and the differences in context.
  • Questions for Teaching:
    • How to best introduce and practice tails?
    • Should exercises focus on spoken syntax rather than strictly adhering to written grammar?

Materials Development for Spoken Grammar

  • Approach: Shift from traditional grammar instruction to include tasks that are centered on spoken language structures, like tails. Lessons should emphasize real dialogues reflecting authentic communication.
  • Feedback from Trials: Input from teachers and students revealed mixed feelings on the appropriateness of teaching forms that are primarily spoken.

Language Awareness and Consciousness-Raising

  • Effective Procedures: Learners benefit from structured tasks aimed at recognizing and using specific grammatical forms rather than just direct instruction.
  • Research Insights: Emphasizes gradual exploration of language forms over knee-jerk production, fostering deeper understanding.

Challenges in Teaching Spoken Grammar

  • Authenticity vs. Pedagogy: Balancing the use of authentic language data with pedagogical clarity; designing materials that remain engaging and accessible to learners without overwhelming them with complexity.

Future Directions in Teaching English

  • Emphasizing Variation: Recognizing language as a set of probabilistic patterns rather than strict rules. Linguistic competence also involves developing a 'feel' for the language.
  • Need for Wider Representation: Exploring beyond native speaker norms to include non-native interactions, aiming for a more inclusive understanding of global English usage.