Idea Transcript
Integrating a focus on form into task-based language teaching: an investigation of four communicative
tasks conducted
by advanced
learners of English using synchronous textbased computer-mediated communication.
Amanda Mason
A thesis submitted in partial fulfilment of the requirements of Liverpool John Moores University for the degree of Doctor of Philosophy.
April 2010
PAGESNOT SCANNEDAT THE REQUESTOF THE UNIVERSITY THESIS THE OF COPY ORIGINAL SEE FORTHIS MATERIAL
Abstract This thesis describes an action research project designed to investigate four communicative tasks performed by two groups of ESOL learners at Liverpool John Moores University.
The tasks were carried out using the text-based computer-
mediated communication tool `Lightweight
Chat', available on Blackboard, the
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Appendix XXV Table 9.12 Multi-word verbs with idiomatic meaningsusedby native-speakersin task 2. Verb
Meaning
seesomeoneoff bump someoneoff (x5)
kill someone kill someone
set someone up
to make someone else appear guilty for a crime they did not commit to make someone else appear guilty for a crime they did not commit to try to prevent other people from discovering somethin decide that something is impossible or will not happen
stitch someone up hush up rule out (x3)
break somethingoff turn up
intentionally fail to meet someoneyou had arrangedto. end a relationship appearat a planned meeting
show up
Appear at a planned meeting
find out (x3) (x 1 off something pay go on (x2) end up
hang on (x2)
discover pay back something you owe happen finally be in a particular situation or finish with a particular result find an answerto a problem by thinking about it take revenge/deliberatelymake life unpleasantfor someone wait (let me think/check
hold on
wait
hang about fit in with fit into
is this a pv or discoursemarker? not sure doesn't contradict other facts or evidence play a part or role in a particular situation
back something up
prove something is true
(x2) on go
continue/keepgoing
back to come
return to a particular point in task/reconsider
down run point towards wrap around
consider eachpoint in turn in a list it make seemlike something is true hit at greaforce have someoneremoved from something
stand someoneup
work somethingout get at
knock someone or something out of something
(x2) up wash (x3) get up
(x2) on move
clean the plates and dishesafter a meal from stand seated position
continue with the task/next point
290
Table 9.13 Multi-word verbs with literal meanings used by native-speakers in task 2. Multi-word verb
Frequency
go back wander around o in 0 out come in come out walk in
of occurence 1 1 1 5 5 1 1
climb in climb out jump out of let someone(back) in leave through kill off
1 2 3 2 I 2
look at
1
Table 9.14 Multi-word verbs used by ESOL learners in task 2. go/jump out of throw sth out of somewhere go out jump through get rid of
291
Appendix XXVI Table 9.15 Idiomatic expressions identified in native-speaker transcripts of task 2.
Expression have somethingto do with it (x2) want sb out of the picture be in on it try to make it look like (someone else did it) (x2)
Meanin in context be involved (in the crime) in some way want someonedeador out of ones life be involved (in the crime) in some way try to implicate someoneelse in a crime
m money is on X be at it have it away with sb
I think X did it have an affair/sex have an affair/sex with sb
fly hurt a wouldn't
harmless
it's written all over her beat sb to it
she appearsto be completely guilty do somethingbefore someoneelse does
get wind [of] something
find out something which is supposed to be a secret suspect sb of doing something illegal or dishonest
be onto sb
Table 9.16 Colloquial language found in native-speaker transcripts of task 2. Word/ phrase
Meaning in context
coz/cos(x5) be in to oh blimey
very guilty definitely cigarettebutt cigarettebutt sorry because be going to exclamation of surprise
nite innit
ni t isn't it
hubby
husband
dodgy business
illegal activity bad-tempered lose one's temper lose one's temper no
guilty as sin defo fag end (x3) (end) ciggie/ciggy soz (x3)
cranky snap lose it
nope bonce(x2 dump drop ages top sb ace
head end a relationship with someone end a relationship with someone a long time kill someone really good
292
Appendix XXVII Table 9.17 Examples of errors made in performing task management functions
Function
Examplesof unnatural/erroneous
Reformulations
utterances Organising task
"
opening task
What do you think about the candidates?
Let's go to start with the first candidate.
"
moving task forward
"
bringing task to a close
Suggestingtask strategies
ok, who do we think should get it?
ok, let's start by talking about x
ok first of all let's look at X Let's go ahead. so let's talk about X next We can start to speak shall we talk about X next? about the next candidate. so what do we think about X? So we are going to the xth person. ok, who do you prefer to so, we needto decide so, we needto come to a decision/makea decision for? going so, who are we I think we needto consider all why don't we seethe the candidatesbefore we other candidatesand then we decide.
decide
We can go on with the next one and we'll see
Let's talk about the others first decide then and
I would suggest
I suggest we vote on it
everybody writes a name and we count.
Summarisingstateof play asking for consensus
stating consensus
X do all agree on ok so we then? it to to X going give so are we then? Finally our candidateis x so we are going to give it to X then
are we agreeabout our candidate? so do we chooseX?
293
Appendix XXVIII Table 9.18 Exponents employed by ESOL and exchange students to introduce opinions about the questions in the task Expressions used for introducing opinions based on the questions in the task
Frequency (ESOL students)
No of groups used by
I think/don't think
12
(/3) 3
Iagree that. I disagree with that
1 2
1 1
1 1
1 1
statement I agree to some extent I agree with the xth question yes, it's true but not
Frequency (exchange students)
No of groups used by
35
(/5) 5
1
1
1 1
1 1
3
1
completely is......... Ithink x, ....... I don't agree at all with
this statement I agree
Table 9.19 Expressions used by ESOL learners and exchange students that were deemed inappropriate Expression used
Target Expression
Frequency
No of groups
In my opinion I am highly agreewith this statement
I think I completely agree(with this statement)
I 1
by (/8) used I 1
I (strongly) believe
I (really) think
2
2
I am agree/disagree(with
I disagreewith that
2
2
that statement) I disagree about
statement I disagree I totally agree that the increase in gun crimes.... in my view/I think, .... ,
2
2
1
1
1
1
......... I disagree with this
1
1
question I agreewith Michael Moore on this question
1
1
1
1
.....
I totally agree with the increasing of gun crimes from my view
.......... ........ to this question I am
disagree I think the samethat Michael Moore in this question I agree on it
....
I agree