Spoken English Are Influenced By Linguistic And Social Environments Where English Is Learnt

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The teachers show a broad consensus of opinion that spoken grammar knowledge is useful for raising awareness about spoken and written language.

The Chinese teachers also believe that by learning to use the grammar of British speech, their learners will speak English more naturally and confidently. Singapore teachers, on the other hand, are understandably more cautious when considering British spoken grammar norms.

Although the teachers come from different sociolinguistic landscapes, they share a common goal for their learners' speaking development to speak English that is recognized as 'good' or 'standard' by speakers outside their countries.

In China, perhaps more so in Singapore, mastery of an internationally accepted standard variety of English is seen as a way Shoes Online of increasing the country's economic and human capital. It is clear that the teachers want ...
... a comprehensive model of Standard English for teaching spoken English, albeit for different purposes, and British spoken grammar has a place in this scheme of things.

The debate about the pedagogic relevance of spoken grammar by teachers is set to continue as they become more informed about new linguistic developments. Teacher educators can facilitate this by helping teachers and teachers-to-be understand the grammar of speech in the same way they do with written grammar.

This can be facilitated through the use of teacher language awareness activities in methodology classes. It is also important that teachers' knowledge about spoken grammar is not limited only to recognition of its forms or categories.

In addition to developing sound conceptual knowledge about spoken grammar, teachers should also explore ways in which the knowledge can be applied to teaching learners how to use the spoken language more effectively to express their communicative needs and to understand what is said by people they interact with.

Timmis' (2005) framework for teaching Cheap Shoes about spoken grammar offers insights on how some of this can be done, but ideas that work for ELT practitioners in the UK need to be evaluated for their relevance for teachers elsewhere.

Alternative techniques should be explored so as to address sociolinguistic concerns that are unique to each country. As this article has shown, teachers understand that their learners' spoken English needs are influenced by the linguistic and social environments in which English is learnt. Any attempts at developing teachers' insights into the pedagogic relevance of spoken grammar must therefore allow teachers to examine their understanding of it in the context of their own teaching.