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On reporting what was said
Associate Professor in the Linguistics Program and Communication Disorders Unit at Louisiana State University, where he teaches both theoretical and applied linguistics. A recent publication is Focus on the Language Learner with Elaine Tarone (Oxford University Press)
Terrie Mathis is a PhD student in the Linguistics Program at Louisiana State University. Her research has concentrated on how reported and pseudo- reported discourse is represented in spoken English
Alumni Professor of Speech Communication at Louisiana State University. Her area of concentration is performance studies, with a special interest in narrative theory. She has lectured and published on narrative discourse and performance theory, and served as guest critic and performer across the United States
This article presents a range of examples from written and spoken discourse to illustrate how speakers and writers report what was said using forms and structures which receive virtually no coverage in the textbooks available to English language learners. It is argued that the mechanical exercises for converting direct to indirect speech typically presented in such textbooks provide little preparation for the interpretation of many types of naturally occurring reported discourse in official records, literary narrative, and casual conversation. To improve students' ability to interpret reported discourse, both teachers and students would benefit from a greater awareness of the wider range of forms and constructions used in contemporary English for reporting what was said.
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  F. Barbieri and S. E.B. Eckhardt Applying corpus-based findings to form-focused instruction: The case of reported speech Language Teaching Research, July 1, 2007; 11(3): 319 - 346. [Abstract] [PDF]
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