TESOL Student Teacher Discourse
A Corpus-Based Analysis of Online and Face-to-Face Interactions
Seiten
2018
Routledge (Verlag)
978-1-138-92777-3 (ISBN)
Routledge (Verlag)
978-1-138-92777-3 (ISBN)
This book uses corpus-based discourse analytical techniques to examine online and face-to-face interactions in a Language Teacher Education program by assessing the formation and practices of a community of practice, demonstrating how corpus linguistics can offer a richer picture of the affective and pragmatic features of student teacher discourse in real and online worlds.
This book explores the use of online and face-to-face interactions in language teacher education (LTE) by assessing the formation and practices of a community of practice (CoP), and evaluating the roles discussions between student teachers and a peer tutor can play in terms of identity formation, articulating narratives, reflective practices, and maintaining affective relationships. The specific context within which this is embedded is a Teaching English to Speakers of Other Languages (TESOL) programme, often known as English Language Teaching (ELT), at a third-level Irish institution. The data drawn on come from student teachers on a master’s (MA) programme who interacted with a peer tutor (the researcher) via a number of modes (face-to-face and online). The approach to data analysis is a corpus-based discourse analytical one, which examines the linguistic features of student teacher and peer tutor talk; the features of CoP practices in the discourse; and how different modes of communication shape the nature of this discourse. Perceptive data from the student teachers is used to outline their reactions to the modes of communication and the activities they participated in.
This book explores the use of online and face-to-face interactions in language teacher education (LTE) by assessing the formation and practices of a community of practice (CoP), and evaluating the roles discussions between student teachers and a peer tutor can play in terms of identity formation, articulating narratives, reflective practices, and maintaining affective relationships. The specific context within which this is embedded is a Teaching English to Speakers of Other Languages (TESOL) programme, often known as English Language Teaching (ELT), at a third-level Irish institution. The data drawn on come from student teachers on a master’s (MA) programme who interacted with a peer tutor (the researcher) via a number of modes (face-to-face and online). The approach to data analysis is a corpus-based discourse analytical one, which examines the linguistic features of student teacher and peer tutor talk; the features of CoP practices in the discourse; and how different modes of communication shape the nature of this discourse. Perceptive data from the student teachers is used to outline their reactions to the modes of communication and the activities they participated in.
Elaine Riordan is a lecturer in TESOL at the University of Limerick, Ireland. Elaine’s research interests include English language teaching and teacher education, the discourse of communities of practice, corpus linguistics, discourse analysis, new technologies and language teaching/learning and computer-mediated communication.
1. Introducing the Context: LTE, Social Learning and CoPs
2. Technologies in LTE
3. Corpus-Based Discourse Analysis
4. Community Discourse: Frequent Linguistics Features
5. Community Discourse: Identity Formation and Representation
6. Community Discourse: Affective Relationships
7. Conclusions
| Erscheinungsdatum | 24.05.2016 |
|---|---|
| Reihe/Serie | Routledge Advances in Corpus Linguistics |
| Zusatzinfo | 28 Tables, black and white; 29 Halftones, black and white; 57 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 521 g |
| Themenwelt | Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| ISBN-10 | 1-138-92777-5 / 1138927775 |
| ISBN-13 | 978-1-138-92777-3 / 9781138927773 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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