Teaching spoken stance markers: A comparison of receptive and productive practice



Jones, C ORCID: 0000-0003-0407-8860
(2016) Teaching spoken stance markers: A comparison of receptive and productive practice. The European Journal of Applied Linguistics and TEFL, 5 (2). pp. 83-100.

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Abstract

This article reports on the results of an experimental study designed to investigate the effects of receptive and productive practice on the acquisition of spoken stance markers such as ‘basically‘ and ‘to be honest’. Two groups of participants were each given a different type of instruction for ninety minutes: one emphasised production of the target stance markers and the other receptive understanding of them. Prior to and following instruction, participants were given a receptive test, a controlled production test and a free production test to measure acquisition of the target forms. Results show that the instruction resulted in increased scores on almost all measures in the short term but that this was not sustained over time and was only significant for the receptive practice group in terms of their production of the target language. When compared, no significant differences between the groups’ scores were found.

Item Type: Article
Uncontrolled Keywords: Spoken stance markers, Receptive practice, Productive practice
Depositing User: Symplectic Admin
Date Deposited: 06 Sep 2016 09:14
Last Modified: 19 Jan 2023 07:30
URI: https://livrepository.liverpool.ac.uk/id/eprint/3003157