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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

university's Virtual Learning Environment. Native-speaker -" C' 4 ý

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289

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

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