Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
London
Routledge, Taylor & Francis Group
2020
|
| Schriftenreihe: | Routledge applied corpus linguistics
|
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033870173&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033870173&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | xvii, 228 Seiten Diagramme |
| ISBN: | 9781138388475 9781032337746 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents Abbreviations and Acronyms Acknowledgements 1 Introduction and overview of the book 1 The changing English landscape 6 1.0 1.1 1.2 1.3 1.4 1.5 2 xvi xviii Introduction 6 Changing socio-political trends in English 6 Revised linguistic perspectives on spoken English 7 Conflicting target English discourses 9 The changing target English role ofEFL teachers 9 Summary of chapter 10 Spoken English: new issues and perspectives 2.0 Introduction 11 2.1 Variation in spoken English 11 2.2 Standard English (SE) 12 2.2.1 SE and education 13 2.2.2 Language attitudes in SE cultures 14 2.2.3 Language attitudes research 15 2.2.4 Challenges to the standard English status quo 17 2.3 Irish English (IE) 19 2.3.1 Status ofIE 19 2.3.2 Features ofIE 23 2.4 Specified NS usages 26 2.4.1 Classification systems 27 2.4.2 Criteria used 29 2.4.3 Review of the research literature: NS IE usages 29 2.4.4 Review of the research literature: NS IC usages 32 2.5 Summary ofchapter 34 11
xii Contents 3 Changing target models in the EFL classroom 35 3.0 Introduction 35 3.1 The evolution ofELT and the Anglo-American model 35 3.1.1 EFL in Ireland 37 3.1.2 Historical EFL approaches 38 3.2 Forces for target model change 39 3.2.1 The CLT approach 39 3.2.2 The impact ofcorpus linguistics (CL) on EFL pedagogy 41 3.2.3 The challenges for EFL pedagogy from corpus linguistics (CL) 43 3.3 The search for an alternative target English approach 46 3.4 On-going obstacles to target model reform 49 3.5 The target model perspectives ofEFL learners and teachers 52 3.5.1 Learner target English perspectives 52 3.5.2 Teacher target English perspectives 54 3.6 Summary of chapter 57 4 Teacher talk as an implicit target model 4.0 Introduction 58 4.1 Teacher talk in the CLT classroom 58 4.2 Key related SLA theories and research 62 4.2.1 Cognitive theories of input and interaction 62 4.2.2 Socio-cultural theories ofSLA 65 4.2.3 Theories of inter-cultural communication and pragmatics 66 4.3 The changing educational needs ofEFL teachers 68 4.3.1 Challenges for novice L2 teachers 70 4.3.2 Global, ideological challenges for EFL teachers 73 4.3.3 CL as a critical awareness-raising toolfor ELTE 74 4.4 Summary of chapter 75 5 Research approach and design 5.0 Introduction 77 5.1 The benefits of a combined CL/DA approach 77 5.1.1 Historical approaches to classroom discourse 79 5.1.2 DA approaches to L2 classroom analysis 80 5.1.3 CL as a complementary methodology and related considerations 83 5.2 Mixed research methodology 84 5.2.1 Research setting 84 5.2.2 The primary data 85 58
Contents xiii 5.2.3 5.2.4 5.2.5 5.2.6 The teachers 85 Corpus: design, procedures and considerations 86 The adapted SETTframework 89 On-line survey: design, procedures and considerations 91 5.2.7 Summary ofdata generation process and timeframe 93 5.2.8 Ethical issues 93 5.2.9 Delimitations 94 5.2.10 Comparative corpus data 94 5.3 Demographic profile of the participating teachers 95 5.3.1 Gender and age 95 5.3.2 Educational background 95 5.3.3 Knowledge of additional languages and proficiency 96 5.4 Summary of chapter 97 6 Findings and analysis: teacher language attitudes 6.0 Introduction 98 6.1 Analytical procedures 98 6.2 Familiarity 99 6.2.1 Familiarity: NS IE usages 99 6.2.2 Familiarity: NS IC usages 101 6.3 Everyday linguistic practices 103 6.3.1 Everyday linguistic practices: NS IE usages 103 6.3.2 Everyday linguistic practices: NS IC usages 104 6.4 Attitudes towards social acceptability 105 6.4.1 Attitudes towards social acceptability: NS IE usages 105 6.4.2 Attitudes towards social acceptability: NS IC usages 107 6.5 Attitudes towards suitability for teacher talk 110 6.5.1 Attitudes towards suitabilityfor teacher talk: NS IE usages 110 6.5.2 Attitudes towards suitability for teacher talk: NS IC usages 113 6.6 Attitudes towards suitability as target models for the EFL curriculum 116 6.6.1 Attitudes towards suitability as target models in the EFL curriculum: NS IE usages II6 6.6.2 Attitudes towards suitability as target models in the EFL curriculum: NS IC usages 119 6.7 Summary ofattitudinalfindings 121 6.8 Summary ofchapter 123 98
xiv 7 Contents Corpus analysis and findings: frequencies and distribution 7.0 Introduction 124 7.1 Data and analytical procedures 124 7.2 Frequencies and distribution: NS IE usages 125 7.2.1 Frequencies: IE After Perfect ín ETTIL/STTIL 125 7.2.2 Comparative frequencies: IE After Perfect across discourse genres and varieties 126 7.2.3 Distribution: IE After Perfect in ETTIL/STTIL 128 7.2.4 Comparative frequencies: NS IE Perfective Variants in ETTIL/STTIL 129 7.2.5 Distribution: NS IE Perfective Variants in ETTIL/ STTIL 130 7.2.6 Frequencies: SE Present Perfect in ETTIL/STTIL 132 7.2.7 Distribution: SE Present Perfect in ETTIL/STTIL 132 7.2.8 Summary: quantitative findings: IE After Perfect + Variants/SE Present Perfect 133 7.2.9 Frequencies: IE Ye in ETTIL/STTIL 134 7.2.10 Comparativefrequencies: IE Ye across discourse genres and varieties 135 7.2.11 Distribution: IE Ye in ETTIL/STTIL 136 7.2.12 Frequencies: variants ofIE Ye in ETTIL/STTIL 137 7.2.13 Distribution: IE Yourselves/Youse in ETTIL/ STTIL 137 7.2.14 Comparative frequencies: № You in ETTIL/ STTIL 138 7.2.15 Distribution: SE You in ETTIL/STTIL 140 7.2.16 Lexical patterning: IE SdSE You in ETTIL/ STTIL 141 7.2.17 Summary: quantitative findings: Ye + Variants 142 7.3 Frequencies and distribution: NS IC usages 142 7.3.1 Frequencies NS IC Preterite Seen in ETTIL/ STTIL 142 7.3.2 Comparative frequencies: IC Preterite Seen across discourse genres and varieties 143 7.3.3 Distribution: IC Preterite Seen in ETTIL/STTIL 144 7.3.4 Comparativefrequencies: IC variants ofPreterite Seen in ETTIL/STTIL 145 7.3.5 Distribution: IC
variants of Preterite Seen in ETTIL/ STTIL 145 7.3.6 Comparative frequencies: SE Saw/Did in ETTIL/ STTIL 146 7.3.7 Summary of quantitative findings: IC Preterite Seen/ SE Saw + variants 146 7.3.8 Frequencies: IC Pragmatic Like in ETTIL/STTIL 147 7.3.9 Distribution: IC Pragmatic Like in ETTIL/STTIL 150 124
Contents XV 7 . 3.10 Comparativefrequencies: IC traditional/innovative Pragmatic Like in ETTIL/STTIL 151 7 .3.11 Summary of quantitative findings: IC Pragmatic Like 151 7.4 Summary of chapter 152 8 Corpus analysis and findings: classroom contexts and communicative role/s 154 8.0 Introduction 154 8.1 Analytical procedures 155 8.2 Contexts and communicative role/s in ETTIL/STTIL: IE NS usages 155 8.2.1 Classroom modes: IE Perfectives/Ж Present Perfect 155 8.2.2 Pedagogicalfunctions: IE Perfectives/Ж Present Perfect 157 8.2.3 Communicative roles: IE Perfectives/Ж Present Perfect 159 8.2.4 Classroom modes: IE Ye + variants/SE You 163 8.2.5 Pedagogicalfunctions: IE Ye + variants/SE You 165 8.2.6 Communicative roles: IE Ye + variants/SE You 166 8.3 Contexts and communicative roles in ETTIL/STTIL: IC NS usages 171 8.3.1 Classroom modes: IC Preterite Seen/Done and SE Saw/Did 171 8.3.2 Pedagogicalfunctions: IC Preterite Seen/Done and SE Saw/Did 171 8.3.3 Communicative roles: IC Preterite Seen/Done and SE Saw/Did 172 8.3.4 Classroom modes: IC Pragmatic Like/Ж Like 173 8.3.5 Pedagogicalfunctions: IC Pragmatic Like/Ж Like 174 8.3.6 Communicative role/s: IC Pragmatic Like/Ж Like 175 8.4 Summary of chapter 180 9 Pedagogical implications and conclusions 9.0 9.1 9.2 9.3 182 Introduction 182 Balancing intelligibility and authenticity 182 Applications for ELTE 188 Contribution to the suitable Englishes debate/applied linguistics 192 Bibliographical references Index 194 222
Corpus Perspectives on the Spoken Models used by EFL Teachers 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 sociolingüístic 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 research ers in this field.
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| dewey-full | 428.6/4 |
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| dewey-raw | 428.6/4 |
| dewey-search | 428.6/4 |
| dewey-sort | 3428.6 14 |
| dewey-tens | 420 - English & Old English (Anglo-Saxon) |
| discipline | Anglistik / Amerikanistik |
| format | Book |
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