LINGUIST List 32.3461

Wed Nov 03 2021

Confs: English; Text/Corpus Linguistics/Italy

Editor for this issue: Everett Green <everettlinguistlist.org>



Date: 29-Oct-2021
From: Jennifer Hill <tesol.valdadige.etschtalgmail.com>
Subject: Does my teacher talk facilitate language acquisition? A Corpus-informed Study
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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: < click here to access email >

Linguistic Field(s): Text/Corpus Linguistics

Subject Language(s): English

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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