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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 Abstract: This study situates itself amongst research into spoken English grammars, learner success and descriptions of linguistic progression within the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001). It follows previous corpus research which has sought to document the language required by learners if they are to progress through levels and ultimately ‘succeed’ when operating in English. In the field of language testing, for which the CEFR has been a valuable tool, qualitative descriptions of learner competence and abilities may not provide sufficient detail for students, assessors and test designers alike to know which language is required and used by learners at different levels. This particular study therefore aims to identify the language and abilities demonstrated by successful C1 candidates taking the University of Central Lancashire’s English Speaking Board [UCLanESB] speaking exams. Using a learner corpus of C1 exam performance (26,620 words), examinations of vocabulary profiles, word frequencies, keywords, lexical chunks and can-do occurrence were conducted to identify the lexico-grammar required for C1 students to obtain solid pass scores. It was found that vocabulary belonged largely to the first two thousand most frequent words in English, lexis and chunks displayed some parallels with native-speakers, and language relating to can-do occurrence performed a more productive than interactive or strategic purpose. Keyword: Education not elsewhere classified URL: http://clok.uclan.ac.uk/20457/1/20457%20Volume%206%20%282015%29%20Issue%201%20-%20Article%20Byrne%20-%20Journal%20of%20Linguistics%20and%20Languag.pdf https://sites.google.com/site/linguisticsandlanguageteaching/home-1/volume-6-2015-issue-1/volume-6-2015-issue-1 http://clok.uclan.ac.uk/20457/ BASE Hide 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 BASE Show 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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