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Discourse of Teaching Practice Feedback

Fiona Farr
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A01=Fiona Farr
Author_Fiona Farr
Bit
Build Confi Dence
Category=CF
Category=CJ
Category=CJA
Category=DS
Category=JNMT
Category=JNT
context
Conversation Analysis
Corpus Based Discourse Analysis
Corpus Linguistics
corpus linguistics methods
Discourse Analysis
Do
ection
ective
effective teaching feedback strategies
EFL Student
Elt Programme
eq_bestseller
eq_biography-true-stories
eq_dictionaries-language-reference
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
evaluative discourse
Face To Face
Feedback Context
Feedback Session
frequency
Frequency Lists
Indirect Speech Acts
language teacher supervision
list
LTE
LTE Programme
Modal Verbs
PC
practitioner
pragmatic analysis
Professional Development
qualitative feedback research
Real Frequency
refl
session
STs
student
student teacher reflection
Student Teacher Tutor
Student Teacher's Performance
Student Teachers
Student Teacher’s Performance
teacher
Teaching Practice Feedback
Traditional Discourse Analysis
Tutor Direction
Vice Versa

Product details

  • ISBN 9781138868519
  • Weight: 362g
  • Dimensions: 152 x 229mm
  • Publication Date: 27 Feb 2015
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

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.

About Fiona Farr
Dr. Fiona Farr is lecturer in English Language Teaching at the University of Limerick, Ireland, where she is also Assistant Dean, Academic Affairs, Faculty of Arts, Humanities, and Social Sciences.    

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