1st Edition

Corpus Perspectives on the Spoken Models used by EFL Teachers

By Angela Farrell Copyright 2020
    248 Pages 11 B/W Illustrations
    by Routledge

    246 Pages 11 B/W Illustrations
    by Routledge

    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.


    List of Abbreviations and Acronyms


    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



    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