13.3130, TOC: Special Issue/JEAP on Spoken Academic English

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LINGUIST List:  Vol-13-3130. Sun Dec 1 2002. ISSN: 1068-4875.

Subject: 13.3130, TOC: Special Issue/JEAP on Spoken Academic English

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=================================Directory=================================

1)
Date:  Thu, 28 Nov 2002 15:15:27 -0000
From:  "Neden, Julie (ELS)" <j.neden at elsevier.co.uk>
Subject:  Special Issue/JEAP on Spoken Academic English, 2/1

-------------------------------- Message 1 -------------------------------

Date:  Thu, 28 Nov 2002 15:15:27 -0000
From:  "Neden, Julie (ELS)" <j.neden at elsevier.co.uk>
Subject:  Special Issue/JEAP on Spoken Academic English, 2/1


Julie Neden
Elsevier Science


Elsevier Science are pleased to announce the forthcoming special issue
of Journal of English for Academic Purposes on spoken academic English


Volume 2, issue 1.
Hilary Nesi, Guest Editor (University of Warwick).
http://www.socscinet.com/linguistics/jeap

This special issue is dedicated to the examination of genres of spoken
academic English - their role in learning contexts, their linguistic
features, and their place in the EAP syllabus.

Speaking and listening skills have traditionally received somewhat
less research attention than other EAP skills. Students new to
English-medium education are reported to experience great difficulty
adjusting to the culture and practice of the seminar and small group
discussion, and even advanced learners of English have been found to
have problems coping in English-medium university lecture
settings. Nevertheless second language research into text
comprehension has tended to focus on reading, rather than listening,
and researchers have largely neglected EAP speaking skills in favour
of EAP writing skills.  This special issue of JEAP seeks to correct
this imbalance by focusing on a number of diverse academic contexts
and genres in which spoken English is used.  The contributors
represent the international coverage of JEAP and the growing interest
in this topic:

Hilary Nesi,  University of Warwick, Editorial.

Susan Thompson, University of Liverpool, "Intonation and the
signalling of organisation in academic monologues"

Helen Basturkmen, University of Auckland, "So what happens when the tutor
walks in? Some observations on interaction in a university discussion group
with and without the tutor"

Xiaoping Liang, University of California, and Bernard Mohan,
University of British Columbia "Dilemmas of cooperative learning and
academic proficiency in two languages"

Tan Bee Tin, Assumption University of Thailand, "Does talking with
peers help learning?' The role of expertise and talk in convergent
group discussion tasks"

Fiona Farr, University of Limerick, "Engaged Listenership in Spoken
Academic Discourse"



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