AbstractThis article serves as an introductory survey of the grammar of spoken English. More specifically, this article will analyze certain features of spoken language that are significantly different from written language or features of spoken language that are not found in written language. The analyzed features also have a high occurrence rate in spoken language. The ultimate goal of this investigation is the development of English language teaching materials that will address the detailed characteristics.IntroductionWhat is the mark of mastery? Certainly no one is ever considered fluent without demonstrating competence in producing sufficiently fluent speech. Standard English is not a widely spoken variety; it’s mostly written. However, it has become the dominant teaching model (Rühlemann, 2008, p. 674-5). If the dominant teaching model relies on a primarily written variety of the language, what service does this do to learners who wish to acquire skills in the spoken language? For example, speech particles are considered an essential part of language that learners must master. . Without them, learners “may appear unnatural, dogmatic and/or inconsistent” (Lam, 2009, p.1-2). However, speech particles exist in the spoken domain and their teaching in a standard English curriculum may not be guaranteed. Conversational grammar is sometimes considered a deviant or substandard form of written language, as if speech were an emanation of written language. word. Contractions provide us with an excellent counterexample. Contractions are "institutionalized spoken reductions" (Quirk, et al., 1985, p. 123) originating from spoken language and which are now accepted as legitimate...... middle of paper ......kers and spoken English: Using natives and learners in educational contexts, Applied Linguistics 28(3), 410-439.Huddleston, RD, Pullum, GK (2002). The Cambridge Grammar of the English Language. Cambridge, UK: Cambridge University Press. Lam, P. (2009). Discourse particles in corpus data and textbooks: the case of Well, Applied Linguistics Advance Access published June 18, 2009, 1-22. Liu, D. (2003). The Most Frequently Used Spoken American English Idioms: A Corpus Analysis and Its Implications, TESOL Quarterly 37(4), 671-700.Quirk, R. (1985). A complete grammar of the English language. London: Longman. Rühlemann, C. (2008). A register approach to teaching conversation: farewell to standard English?, Applied Linguistics, 29(4), 672-693. Simpson, R., Dushyanthi, M. (2003). A corpus-based study of idiomatic expressions in academic discourse, TESOL Quarterly, 37(3), 419-441.