In this book, Farr examines the spoken and written language of
post-observation teaching-practice feedback on teacher education programs.
To do so, she draws upon theories from discourse analysis, conversation
analysis, and pragmatics to frame the analysis of feedback meetings and
written tutor reports, which are then examined using comparative
quantitative and qualitative corpus-based techniques. The overall aim is to
determine the defining characteristics of this genre, focusing especially
on pragmatic factors, with the ultimate goal of investigating the salient
aspects responsible for making feedback both effective and affective.
Farr's research draws upon a spoken corpus of feedback interactions and a
written corpus of tutor reports from language teacher education and is also
strongly informed by data in the form of diary reflections and
questionnaire responses from student teachers and questionnaire responses
from the relevant tutors.