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2013-10-02 12: 14: 46

Вот ещё ветка была про то, " что есть разговорный английский " - может, кому на что глаза откроет (меня лет 5 назад этот вопрос занимал тоже, и, как видно, ответа на него однозначного до сих пор нету) - http: //www. efl. ru/forum/threads/20152/all/

Mike

2013-10-02 12: 26: 30

С коммуникативной точки зрения - вы ненормальный, с лингвистической - специалист.

C лингвистической точки зрения, пожалуй, тоже " ненормальный": -) Хорошее владение языком подразумевает, что вы владеете различными стилями речи, умеете выбрать нужный регистр. И чтобы язык " выступал во всей красе, сложности, элитарности", знать нужно не только литературный язык учебников и классической литературы, а также реалии современной разговорной речи. В общем, как обычно, любой перекос, любая однобокость плоха.

garans

2013-10-02 18: 50: 22

Высокий разговорный уровень:
" Типа, братан, дай закурить, такая тема".

Equal

2013-10-02 19: 18: 31

Why don’t you speak English? Are you dissing me?
Ты почему не говоришь по-английски? Не уважаешь?

: )

Thesaurus tpz

2013-11-24 19: 43: 26

Сделать речь более естественной может и изучение уже на начальном уровне ряда групп самых часто употребляемых в речи слов.
Об этом подробно написано в книге " From Corpus to Classroom" (ряд авторов)

Вот несколько групп такой лексики.

Modal items
Modal items are those which carry meanings referring to the degree of certainty
(sometimes called epistemic modality) or necessity (deontic modality). A full list of such
items may be found in Carter and McCarthy (2006). Clearly the best candidates
for such meanings in the 2000 -word list are the closed class of modal verbs (can, could,
may, must, will, should, etc. – all of which are in band A), but the list contains other, non-
grammatical, very high frequency items that carry related meanings. These include lexical
modals such as the verbs look (A), seem (B) and sound (B), the adjectives possible (B) and
certain (B) and the adverbs maybe (A), probably (A), deﬁ nitely (B), apparently (B) and pos-
sibly (C). Some of these may strike teachers as more ‘intermediate’ level words, and yet their
frequency is so high in everyday communication that excluding them from the elementary
level would need some other justi ﬁ cation (e. g. avoiding duplication of close synonyms and
economising on cognitive load). To argue that the domain of modality be expanded beyond
the closed-class modal verbs is not a new idea; several linguists have advocated this, based
on the frequent occurrence in written texts of a wider range of modal items (Holmes 1988)
or on sociolinguistic ‘ ﬁ eldwork’ (Stubbs 1986). The corpus statistics underscore this earlier
work and provide compelling evidence of the ubiquity of modal items in everyday speech
and writing.

Stance words
The core 2000 -word list contains a number of items whose function is to represent
speakers’ and writers’ attitudes and stance towards the content communicated. These are
absolutely central to communicative well-being, to creating and maintaining appropriate
social relations. They are therefore not a luxury, and it is hard to conceive of anything but
the most sterile and banal survival-level communication occurring without their fre-
quent use. The speaker or writer who cannot use them is an impoverished communica-
tor, from an interpersonal viewpoint. The words include just, whatever, bit, actually, really,
quite (all band A), slightly, basically, pretty (all band B), clearly (C), honestly (D), unfortu-
nately (D). Their high frequency (especially in speech) underscores their vital role in
communication.
The stance words may variously soften or make indirect potentially face-threatening
utterances, or purposively render vague or fuzzy acts of lexical categorisation in the conver-
sation, or intensify and emphasise a ﬀ ective stance towards the content of utterances (these
functions are discussed in detail in chapter 8). Some examples from the spoken corpus follow:

[Describing a travel itinerary]
You fly from Birmingham to Berlin, and then get a taxi or whatever, from the airport to
the railway station.
(CANCODE)
[Message on an answerphone]
Sue, it’s Bob here. I’m just ringing up to enquire whether there was any more definite
news.
(CANCODE)
[Speaker is recounting how she is having trouble juggling work and other commitments]
It’s a bit worrying really.
(CANCODE)

Discourse markers
The core spoken vocabulary contains high-frequency discourse markers whose func-
tion is to organise the talk and monitor its progress. A range of such items has been recog-
nised by linguists such as Schiﬀ rin ( 1987 ) and Fraser ( 1990 ), and the most common ones
occurring in the top 2000 include you know, I mean (both band A when dovetailed with sin-
gle words), right, well, so, good, anyway (all band A), and these occur overwhelmingly in the
spoken corpus. Their functions include marking openings and closings, returns to diverted
or interrupted talk, topic boundaries and exchange completions (see chapter 8, where they
are dealt with in detail). They are, therefore, like the stance words dealt with above, an
important feature of the non-propositional elements in any discourse, and, for conversa-
tional participants they provide a resource for exercising control. They have an empowering
function; their absence in the talk of any individual conversational participant leaves
him/her potentially disempowered and at risk of becoming a second-class participant.
There is evidence to suggest that native speakers are poor judges of the all-
pervasiveness of such markers in their own talk (Watts 1989 ), and indeed their frequent
use may be perceived by language purists to be a sign of bad or sloppy usage, and yet all
the evidence in the spoken corpus is that the markers are ubiquitous in the conversation
of educated native speakers. The high-frequency discourse markers also have little lexical
content in the conventional sense of the word, and present a problem to language peda-
gogy, which has traditionally divided teaching into grammar teaching and vocabulary
teaching, with items such as discourse markers not ﬁ tting happily into either. In short,
there is no ready-made pedagogy for this category of items, a point we shall return to in
the concluding section.

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