000			01491nam a22002177a 4500
003			OSt
005			20260212124126.0
008			260212b |||||||| |||| 00| 0 eng d
020			_a9783642383397
040			_aDLC _bEn _cDLC
050			_a748742
100			_aPAWLAK, Mirosław _qMirosław Pawlak
245			_aIssues in Teaching, Learning and Testing Speaking in a Second Language: _c/edited by Mirosław Pawlak, Ewa Waniek-Klimczak.
260			_aBerlin: _bSpringer; _c2015.
300			_aXIV, 265 p.: _bill.;
500			_aincludes index
520			_aWe need to make learners aware of the specific features of conversational English which make it different from standard pedagogic descriptions of the language. The problem is that many of these differences arise from the fact that conversational English is necessarily spontaneous. In conversation we have ways of holding the floor to allow us to pause for a moment. We constantly use checking devices to monitor the development of the discourse. We use appropriately ‘vague language’ when we do not have the time, the language or the wish for greater precision. Unfortunately there is a contradiction in the notion of teaching spontaneity. In this paper I will argue we need to do two things _uhttp://172.20.27.22:4000/handle/123456789/58
700			_aEwa Waniek-Klimczak _eEditor _qEwa Waniek-Klimczak
856			_yhttp://172.20.27.22:4000/handle/123456789/58 _uhttp://172.20.27.22:4000/handle/123456789/58
942			_2lcc _cBK _n0
999			_c4382 _d4382