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Read the following text and answer the following questions, shown at the end: Great sausages, these, aren't they? Yes. The ingredients are guaranteed free of additives and artificial colouring. Had to laugh, though. The bloke that makes them, he was telfing me, he doesn't eat them himself. Want a ciggie? No, thanks. Patrons are requested to refrain from smoking while other guests are dining.. Spoken 8: grammar and written A: grammar It should be obvious that there is a clash of two styles of English here: while speaker A's talk seems to display language features appropriate to casual conversation among friends, speaker B's contributions are more typical of formal written Ianguage. Thus, spcaker A's vocabulary choices are characteristic of speech, e.g. great, bloke, a ciggie, while speaker B's are more commanly found in writing: grafeful, rnguested, refrain. These differences extend to grammar, too. Speaker A omits words ([1 had to lang), uses question tags (uren't they?), and has sentences with two subjects: The bloke ihat makes them, he ... These are common features of spoken grammar. Speaker B, on the other hand, uses more syntactically complex constructions such as passive structures (The ingredients are guaranteed ., Patrons are reguested ...) and subordinate clauses (... zwhile other guests are dining). These are features associated more with written grammar, Until recently, the grammar presented to learners of English has been based entirely on written gramnar. This accounts for the often stilted style of many traditional coursebook dialogues. It is only recently that spoken grammar has been closely studied and that arguments have been advanced in favour of teaching it. One problem with this shift of focus is that spoken English often has strong regional and idiomatic features. These may be difficult for the learner to understand, and also inappropriate for use in the kinds of contexts in which many learners will be operating. Most learners of English as a foreign language will be using English to communicate with other non-native speakers. For the purposes of mutual intelligibility the hest model of English for this type of learner may be a kind of neutral English without arked regional or cultural features, or without a strong bias to either the spoken or written mode. Questions: Format for writing a critique a) Author's point of view. b) Implications of the study. c) What i have learned from the article. d) What i can apply in a teaching situation.