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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 The realism of conversation in literature Byrne, Shelley; Jones, C.. - : Cambridge University Press., 2019 BASE Show details 2 Successful spoken English: Findings from learner corpora Jones, Christian; Byrne, Shelley; Halenko, Nicola. - : Routledge, 2017 BASE Show details 3 An examination of successful language use at B1, B2 and C1 level in UCLanESB speaking tests in accordance with the Common European Framework of References for Languages Byrne, Shelley. - 2016 BASE Show details 4 Examining Successful Language Use at C1 Level: A Learner Corpus Study into the Vocabulary and Abilities Demonstrated by Successful Speaking Exam Candidates Byrne, Shelley. - 2015 BASE Show details 5 Pushed and Non-pushed Speaking Tasks in an EAP Context: What Are the Benefits for Linguistic Processing and Accuracy? Byrne, Shelley; Jones, Christian. - : Kaunas University of Technology, 2014 Abstract: This article reports on a mixed methods study investigating the effectiveness of pushed and non-pushed speaking tasks in a UK university setting with upper-intermediate students. Specifically, the study addressed a) if a pushed speaking task produced more language related episodes (LREs) than a non-pushed speaking task b) the differences in the types of LREs produced by each task and c) whether a pushed speaking task resulted in more accurate usage of past narrative forms. Results showed that the pushed storytelling task produced significantly more LREs than the non-pushed task and it also identified that the most common LRE type for both pushed and non-pushed learners related to some form of output correction. The pushed group achieved greater accuracy gains from pretest and posttest scores but these gain scores were not found to be statistically significant. The study concludes that creating a push during spoken output activities can increase the occurrence of opportunities for linguistic processing, and subsequently interlanguage development, to occur. URL: http://clok.uclan.ac.uk/12157/ https://doi.org/10.5755/j01.sal.0.24.6366 http://clok.uclan.ac.uk/12157/1/12157_byrne.pdf BASE Hide details 6 A study into the effectiveness of pushed/non-pushed spoken output tasks focussing on upper intermediate students in the EFL classroom Byrne, Shelley. - 2012 BASE Show details

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