TESOL student teacher discourse : a corpus-based analysis of online and face-to-face interactions
著者
書誌事項
TESOL student teacher discourse : a corpus-based analysis of online and face-to-face interactions
（Routledge advances in corpus linguistics / edited by Anthony McEnery and Michael Hoey）
Routledge, 2018
- : hbk
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注記
"First published 2018 by Routledge"--T.p. verso
Includes bibliographical references and index
内容説明・目次
内容説明
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.
目次
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
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