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Corpus Perspectives on the Spoken Models used by EFL Teachers
illustrates the key principles and practical guidelines for the
design and exploitation of corpora for classroom-based research.
Focusing on the nature of the spoken English used by L2 teachers,
which serves as an implicit target model for learners alongside the
curriculum model, this book brings an innovative perspective to the
on-going academic debate concerning the models of spoken English
that are taught today. Based on research carried out in the EFL
classroom in Ireland, this book: explores issues and challenges
that arise from the use of "non-standard" varieties of spoken
English by teachers, alongside the use of Standard British English,
and examines the controversies surrounding sociolinguistic
approaches to the study of variation in spoken English; combines
quantitative corpus linguistic investigations with qualitative
functional discourse analytic approaches from pragmatics and SLA
for classroom-based research; demonstrates the ways in which
changing trends and perspectives surrounding spoken English may be
filtering down to the classroom level. Drawing on a corpus of
60,000 words and highlighting strategies and techniques that can be
applied by researchers and teachers to their own research context,
this book is key reading for all pre- and in-service teachers of
EFL as well as researchers in this field.
Corpus Perspectives on the Spoken Models used by EFL Teachers
illustrates the key principles and practical guidelines for the
design and exploitation of corpora for classroom-based research.
Focusing on the nature of the spoken English used by L2 teachers,
which serves as an implicit target model for learners alongside the
curriculum model, this book brings an innovative perspective to the
on-going academic debate concerning the models of spoken English
that are taught today. Based on research carried out in the EFL
classroom in Ireland, this book: explores issues and challenges
that arise from the use of "non-standard" varieties of spoken
English by teachers, alongside the use of Standard British English,
and examines the controversies surrounding sociolinguistic
approaches to the study of variation in spoken English; combines
quantitative corpus linguistic investigations with qualitative
functional discourse analytic approaches from pragmatics and SLA
for classroom-based research; demonstrates the ways in which
changing trends and perspectives surrounding spoken English may be
filtering down to the classroom level. Drawing on a corpus of
60,000 words and highlighting strategies and techniques that can be
applied by researchers and teachers to their own research context,
this book is key reading for all pre- and in-service teachers of
EFL as well as researchers in this field.
Combining corpus linguistics and discourse analysis, this book
draws on a range of spoken and written data collected from a
variety of contexts. It explores interaction in pre- and in-service
education programs and analyses the spoken and written interactions
of teachers with varying levels of experience who are adopting a
range of modes of interaction. Both face-to-face and online modes
of computer-mediated communication are explored. In doing so the
book provides examples of how data can be approached and used to
uncover social-interactional themes and issues, in relation to
language teacher education and as a micro-context of social
interaction in general. With coverage of both theory and practice,
this book is a key resource for educators and postgraduate students
in areas such as second language teacher education, TESOL,
cross-cultural communication, sociology, philology, as well as
discourse analysts.
This book focuses on the practice cycle, or practicum, of ELT
education programmes. Practice teaching is a key component of all
good ELTE programmes, and provides a forum for novice teachers to
begin to cross the theory/practice divide in a way which allows
them to try out ideas in a classroom setting. This typically
happens after a period of theoretical induction and the observation
of more experienced teachers, and can often begin in a very
scaffolded way through micro- or team- teaching, before moving to
more independence. At all stages of this practice-oriented process,
reflection is a fundamental and obligatory underlying principle,
the integration of which leads to informed decisions on change
implementation to improve teaching. The book begins with a
theoretical and research-informed introduction to both Reflective
Practice (RP) and the practicum, followed by definitions and
typologies. Various tools and sources of evidence to support the RP
process during the practicum are investigated, using many data-rich
examples from our own and others' professional contexts over a
number of years. These are applied to observation of more
experienced teachers and self-observation of one's own practice as
facilitators of informed decisions for change. Finally, the process
of RP as a life-long developmental practice is explored.
This book focuses on the practice cycle, or practicum, of ELT
education programmes. Practice teaching is a key component of all
good ELTE programmes, and provides a forum for novice teachers to
begin to cross the theory/practice divide in a way which allows
them to try out ideas in a classroom setting. This typically
happens after a period of theoretical induction and the observation
of more experienced teachers, and can often begin in a very
scaffolded way through micro- or team- teaching, before moving to
more independence. At all stages of this practice-oriented process,
reflection is a fundamental and obligatory underlying principle,
the integration of which leads to informed decisions on change
implementation to improve teaching. The book begins with a
theoretical and research-informed introduction to both Reflective
Practice (RP) and the practicum, followed by definitions and
typologies. Various tools and sources of evidence to support the RP
process during the practicum are investigated, using many data-rich
examples from our own and others' professional contexts over a
number of years. These are applied to observation of more
experienced teachers and self-observation of one's own practice as
facilitators of informed decisions for change. Finally, the process
of RP as a life-long developmental practice is explored.
Combining corpus linguistics and discourse analysis, this book
draws on a range of spoken and written data collected from a
variety of contexts. It explores interaction in pre- and in-service
education programs and analyses the spoken and written interactions
of teachers with varying levels of experience who are adopting a
range of modes of interaction. Both face-to-face and online modes
of computer-mediated communication are explored. In doing so the
book provides examples of how data can be approached and used to
uncover social-interactional themes and issues, in relation to
language teacher education and as a micro-context of social
interaction in general. With coverage of both theory and practice,
this book is a key resource for educators and postgraduate students
in areas such as second language teacher education, TESOL,
cross-cultural communication, sociology, philology, as well as
discourse analysts.
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