The Discourse of Teaching Practice Feedback

A Corpus-Based Investigation of Spoken and Written Modes

Nonfiction, Reference & Language, Education & Teaching, Teaching, Language Experience Approach, Language Arts, Linguistics
Cover of the book The Discourse of Teaching Practice Feedback by Fiona Farr, Taylor and Francis
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Author: Fiona Farr ISBN: 9781136936425
Publisher: Taylor and Francis Publication: September 13, 2010
Imprint: Routledge Language: English
Author: Fiona Farr
ISBN: 9781136936425
Publisher: Taylor and Francis
Publication: September 13, 2010
Imprint: Routledge
Language: English

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.

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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.

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