32.3461, Confs: English; Text/Corpus Linguistics/Italy

[The LINGUIST List]

LINGUIST List: Vol-32-3461. Wed Nov 03 2021. ISSN: 1069 - 4875.

Subject: 32.3461, Confs: English; Text/Corpus Linguistics/Italy

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Date: Wed, 03 Nov 2021 01:11:29
From: Jennifer Hill [tesol.valdadige.etschtal at gmail.com]
Subject: Does my teacher talk facilitate language acquisition? A Corpus-informed Study

 
Does my teacher talk facilitate language acquisition? A Corpus-informed Study 

Date: 13-Nov-2021 - 13-Nov-2021 
Location: Bolzano, Italy 
Contact: Jennifer Hill 
Contact Email: tesol.valdadige.etschtal at gmail.com 

Linguistic Field(s): Text/Corpus Linguistics 

Subject Language(s): English (eng)

Meeting Description: 

Does my teacher talk facilitate language acquisition? A corpus-informed study 
Eric Nicaise (Université catholique Louvain and University College
Louvain-en-Hainaut, Belgium)

A session at Corpora in ELT: From Basics to Applications

Teacher talk is a key aspect of EFL lessons. Setting aside the range of
listening materials available, the EFL teacher is in many instances the main
model of English which students are exposed to throughout their time at
secondary school. According to research, ‘teacher talking time’ takes up an
impressive 70% of classroom time in general. Nevertheless, teacher talk
remains an area which many teachers and trainee teachers often have difficulty
with. Drawing on a corpus analysis we will explore the type of English
teachers use within the classroom. Issues like hedging, translanguaging,
simplifying speech, the dual aspect of teacher talk and the role of prosody as
contributor to meaning will be considered. The talk will use classroom data
from native and non-native English language teachers, with all examples drawn
from CONNEcT, (an acronym for A Corpus of Native and Non-Native English
Classroom Talk), the corpus which was specifically assembled for the
investigation of teacher talk in secondary education. CONNEcT consists of
transcripts of native and non-native English lesson audio-recordings carried
out in secondary education. Recordings were made in French-speaking Belgium
and in Britain. The Corpus now exceeds 200,000 words. This corpus-led study
attempts to identify teacher talk as a genre and makes the case that it should
be regarded as a category of English for Specific Purposes (ESP), a
specialised language that teachers need to acquire within the framework of
their most common teaching functions. It draws up a list of features of
teacher talk which help foster the acquisition of an L2 by foreign language
learners. Following the Corpus analysis, implications will be considered for
both native and non-native teachers. I will also provide practical tips on how
to make classroom English a strategic means of language acquisition as well as
a powerful tool for professional development.
 






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LINGUIST List: Vol-32-3461	
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