1st Edition
Corpus Perspectives on the Spoken Models used by EFL Teachers
Contents
List of Abbreviations and Acronyms
Acknowledgements
Introduction and Overview of the Book
Chapter 1 – The Changing English Landscape
Chapter 2 – Spoken English: New Issues and Perspectives
Chapter 3 – Changing Target Models in the EFL Classroom
Chapter 4 – Teacher talk as an Implicit Target Model
Chapter 5 – Research Approach and Design
Chapter 6 – Findings and Analysis: Teacher Language Attitudes
Chapter 7 – Corpus Analysis and Findings: Frequencies and Distribution
Chapter 8 – Corpus Analysis and Findings: Classroom Contexts and Communicative Role/s
Chapter 9: Pedagogical Implications and Conclusions
Bibliographical references
Index
Biography
Angela Farrell is Course Director of the MA in TESOL programme in the Department of Modern Languages and Applied Linguistics at the University of Limerick, Ireland. She has extensive international experience as a teacher and teacher educator and is a member of the Centre for Applied Language Studies (CALS), the Inter-Varietal Applied Corpus Studies (IVACS) Research Group, the Irish Association of Applied Linguistics (IRAAL) and the British Association of Applied Linguistics (BAAL). Her research interests include teacher classroom discourse, teacher beliefs, teacher language awareness, reflective practice, language variation and change, corpus linguistics and discourse analysis and English as an Additional Language (EAL). She has co-written Social Discourses in Teacher Education (2019) and The Reflective Cycle of the Teaching Practicum (forthcoming), and has written several book chapters and journal articles in the area of English language teacher education (ELTE).
"This is a timely and well-researched book on how a multidisciplinary approach to corpus linguistics can be used to illuminate the target models of English that are used by teachers in the English as a foreign language (EFL) classroom context, especially at a time when standard British/American norms are being challenged. The book convincingly argues that suitable target models of English for EFL pedagogy should include more varieties, and especially varieties used by EFL teachers ‘at the chalk face’."
Thomas S.C. Farrell, Brock University, Canada
"With its combination of corpus-based, discourse-analytic and SLA approaches, this book not only brings fresh insights to the debates around suitable target varieties for ELT, but is also an invaluable resource for teacher education and professional development."
Thomas Morton, Birkbeck, University of London, UK
