126231 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching / Specific Issues in EFL Teaching (2018W)
Analysing Learner Language for pedagogic purposes
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Sa 08.09.2018 00:00 to Tu 18.09.2018 23:59
- Deregistration possible until We 31.10.2018 23:59
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Thursday
11.10.
12:00 - 14:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Thursday
18.10.
12:00 - 14:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Thursday
25.10.
12:00 - 14:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Thursday
08.11.
12:00 - 14:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Thursday
15.11.
12:00 - 14:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Thursday
22.11.
12:00 - 14:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Thursday
29.11.
12:00 - 14:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Thursday
06.12.
12:00 - 14:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Thursday
13.12.
12:00 - 14:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Thursday
10.01.
12:00 - 14:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Thursday
17.01.
12:00 - 14:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Thursday
24.01.
12:00 - 14:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Thursday
31.01.
12:00 - 14:00
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Information
Aims, contents and method of the course
Assessment and permitted materials
Regular attendance is required for this course. Assessment is based on the following components1) Reaction to an academic paper (suggestions will be provided in the course, articles need to be based on empirical research, max. 8 years since publication in a peer-reviewed journal or respected academic publisher, and fit the themes of the course) of no more than 500 words. The reaction needs to outline a) main ideas or finings b) relevance to you as a (future) teacher and c) issues/questions arising from it. (20%) Hand-in date 19 November 2018.2) Presentation in class of a pedagogic activity based on the analysis of learner language or using learner language analysis. The target group can be either language learners of language teachers. This activity can rely on corpus analysis or on classroom discourse analysis. (20%, in pairs if possible)
3) CLIL classroom discourse analysis: Analyse EITHER some data from DELT or another learner language corpus OR analyse a transcript or a video/audio recording of an EFL / ESL lesson.
Choose one to two aspects of language or discourse as focus of your analysis. You need to present the relevant theoretical background, and a clear and focused analysis of data in order to answer your research question. Access to data will be provided. Length: 3,000 words. Hand-in date 18th February. 60% of overall mark
3) CLIL classroom discourse analysis: Analyse EITHER some data from DELT or another learner language corpus OR analyse a transcript or a video/audio recording of an EFL / ESL lesson.
Choose one to two aspects of language or discourse as focus of your analysis. You need to present the relevant theoretical background, and a clear and focused analysis of data in order to answer your research question. Access to data will be provided. Length: 3,000 words. Hand-in date 18th February. 60% of overall mark
Minimum requirements and assessment criteria
A maximum of 100 can be achieved. All individual components have to be passed.
0-59 = Nicht genügend
60-69= Genügend
70-79= Befriedigend
80-89= Gut
90-100 = Sehr gut
0-59 = Nicht genügend
60-69= Genügend
70-79= Befriedigend
80-89= Gut
90-100 = Sehr gut
Examination topics
As the topics can be chosen freely by student within the parameters described above, choice or relevant literature will depend on this choice. Advice on literature search will be provided in class and in consultations. Data needed for task 3 will be made available to students.
Reading list
Aijmer, K. (Ed.). (2009). Corpora and language teaching (Vol. 33). John Benjamins Publishing.
Christie, F., & Martin, J. R. (Eds.). (2009). Language, knowledge and pedagogy: Functional linguistic and sociological perspectives. Bloomsbury Publishing.
Coulthard, M. (Ed.). (2013). Advances in spoken discourse analysis. Routledge.
Farr, F. (2008). Evaluating the use of corpus-based instruction in a language teacher education context: Perspectives from the users. Language Awareness, 17(1), 25-43.
Flowerdew, L. (2009). Applying corpus linguistics to pedagogy. International Journal of Corpus Linguistics, 14(3), 393-417.
Friginal, E. (2018) Corpus LInguistics for English Language Teachers. Routledge
McCarthy, M. (2008). Accessing and interpreting corpus information in the teacher education context. Language Teaching, 41(4), 563-574.
O'Keeffe, A., & McCarthy, M. (Eds.). (2010). The Routledge handbook of corpus linguistics. Routledge.
O'Keeffe, A., & Walsh, S. (2012). Applying corpus linguistics and conversation analysis in the investigation of small group teaching in higher education. Corpus Linguistics and Linguistic Theory, 8(1), 159-181.
Reppen, R. (2010). Using corpora in the language classroom. Cambridge University Press.
Rex, L. A., & Schiller, L. (2010). Using discourse analysis to improve classroom interaction. Routledge.
Römer, U. (2011). Corpus research applications in second language teaching. Annual review of applied linguistics, 31, 205-225.
Rymes, B. (2015) Classroom discourse analysis: A tool for critical reflection. Routledge.
Spolsky, B., & Hult, F. M. (Eds.). (2010). The handbook of educational linguistics. John Wiley & Sons.
Walsh, S. (2011). Exploring classroom discourse: Language in action. Routledge
Whittaker, R., & Llinares, A. (2009). CLIL in social science classrooms: Analysis of spoken and written productions. Content and language integrated learning. Evidence from research in Europe, 215-234.
Christie, F., & Martin, J. R. (Eds.). (2009). Language, knowledge and pedagogy: Functional linguistic and sociological perspectives. Bloomsbury Publishing.
Coulthard, M. (Ed.). (2013). Advances in spoken discourse analysis. Routledge.
Farr, F. (2008). Evaluating the use of corpus-based instruction in a language teacher education context: Perspectives from the users. Language Awareness, 17(1), 25-43.
Flowerdew, L. (2009). Applying corpus linguistics to pedagogy. International Journal of Corpus Linguistics, 14(3), 393-417.
Friginal, E. (2018) Corpus LInguistics for English Language Teachers. Routledge
McCarthy, M. (2008). Accessing and interpreting corpus information in the teacher education context. Language Teaching, 41(4), 563-574.
O'Keeffe, A., & McCarthy, M. (Eds.). (2010). The Routledge handbook of corpus linguistics. Routledge.
O'Keeffe, A., & Walsh, S. (2012). Applying corpus linguistics and conversation analysis in the investigation of small group teaching in higher education. Corpus Linguistics and Linguistic Theory, 8(1), 159-181.
Reppen, R. (2010). Using corpora in the language classroom. Cambridge University Press.
Rex, L. A., & Schiller, L. (2010). Using discourse analysis to improve classroom interaction. Routledge.
Römer, U. (2011). Corpus research applications in second language teaching. Annual review of applied linguistics, 31, 205-225.
Rymes, B. (2015) Classroom discourse analysis: A tool for critical reflection. Routledge.
Spolsky, B., & Hult, F. M. (Eds.). (2010). The handbook of educational linguistics. John Wiley & Sons.
Walsh, S. (2011). Exploring classroom discourse: Language in action. Routledge
Whittaker, R., & Llinares, A. (2009). CLIL in social science classrooms: Analysis of spoken and written productions. Content and language integrated learning. Evidence from research in Europe, 215-234.
Association in the course directory
Studium: UF 344; MA UF EN 046
Code/Modul: UF 4.2.1-623; MA UF 01A + B
Lehrinhalt: 12-4811
Code/Modul: UF 4.2.1-623; MA UF 01A + B
Lehrinhalt: 12-4811
Last modified: Mo 07.09.2020 15:33
1) Learner Language Corpora
2) Classroom Discourse Analysis
For point 1) we will be working with data from the DELT corpus. Students will be introduced / reminded of corpus analytic tools (AntWord, Profiler, WordSmith) and
For point 2) we will be working with extant transcripts of both EFL and CLIL lessons, as well as with video data from EFL and ESL classrooms. Students will learn how to apply discourse analytic methods to naturalistically occurring data.
For both aspects of analyzing learner data, pedagogic implications for language teaching and teacher development will be discussed and developed. A mixture of teacher-input, group and pair work and individual tasks will be used.