東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

An investigation of language teacher...

Bunting, John David.

Linked to FindBook

Google Book

Amazon

博客來

An investigation of language teachers' explorations of the use of corpus tools in the English for Academic Purposes (EAP) class.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An investigation of language teachers' explorations of the use of corpus tools in the English for Academic Purposes (EAP) class./
Author:	Bunting, John David.
Description:	337 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3591056
ISBN:	9781303314735

An investigation of language teachers' explorations of the use of corpus tools in the English for Academic Purposes (EAP) class.
Bunting, John David.

An investigation of language teachers' explorations of the use of corpus tools in the English for Academic Purposes (EAP) class. - 337 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ph.D.)--Georgia State University, 2013.

Despite claims that the use of corpus tools can have a major impact in language classrooms (e.g., Conrad, 2000, 2004; Davies, 2004; O'Keefe, McCarthy, & Carter, 2007; Sinclair, 2004b; Tsui, 2004), many language teachers express apparent apathy or even resistance towards adding corpus tools to their repertoire (Cortes, 2013b). This study examines from a teacher cognition perspective (Borg, 2006) how three EAP (English for Academic Purposes) writing teachers identified their most pressing needs and considered possible ways that corpus tools might address those needs. After having an individualized corpus working session, each teacher put into practice one or more corpus tools to address self-identified needs in their writing classes. The teachers reflected on the process across a series of interviews and in a stimulated recall session, which were analyzed using qualitative research methods. Each teacher discussed the degree to which the lesson met her objectives, and considered how she might use such corpus tools in the future, as one component in the development of her teaching beliefs, knowledge base, and practices. Through thematic analysis of the interviews and the individualized corpus working sessions, themes emerged that tell the story of these three teachers as they moved through this process, relating to the issues of time, student engagement, material analysis, selection and design, issues related to corpus tools, language, institutional factors, and collaboration. A new area of specialization on the pedagogical uses of corpus tools is discussed, based on the results of the three cases. Implications for researchers, material designers, corpus tools specialists, teacher educators, administrators and teachers are considered.

ISBN: 9781303314735Subjects--Topical Terms:

783747
Education, Teacher Training.

An investigation of language teachers' explorations of the use of corpus tools in the English for Academic Purposes (EAP) class.
LDR:02685nam a2200277 4500 001 1959698
005 20140520124456.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303314735
035 $a (MiAaPQ)AAI3591056
035 $a AAI3591056
040 $a MiAaPQ $c MiAaPQ
100 1 $a Bunting, John David. $3 2095193
245 1 3 $a An investigation of language teachers' explorations of the use of corpus tools in the English for Academic Purposes (EAP) class.
300 $a 337 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
500 $a Adviser: Viviana Cortes.
502 $a Thesis (Ph.D.)--Georgia State University, 2013.
520 $a Despite claims that the use of corpus tools can have a major impact in language classrooms (e.g., Conrad, 2000, 2004; Davies, 2004; O'Keefe, McCarthy, & Carter, 2007; Sinclair, 2004b; Tsui, 2004), many language teachers express apparent apathy or even resistance towards adding corpus tools to their repertoire (Cortes, 2013b). This study examines from a teacher cognition perspective (Borg, 2006) how three EAP (English for Academic Purposes) writing teachers identified their most pressing needs and considered possible ways that corpus tools might address those needs. After having an individualized corpus working session, each teacher put into practice one or more corpus tools to address self-identified needs in their writing classes. The teachers reflected on the process across a series of interviews and in a stimulated recall session, which were analyzed using qualitative research methods. Each teacher discussed the degree to which the lesson met her objectives, and considered how she might use such corpus tools in the future, as one component in the development of her teaching beliefs, knowledge base, and practices. Through thematic analysis of the interviews and the individualized corpus working sessions, themes emerged that tell the story of these three teachers as they moved through this process, relating to the issues of time, student engagement, material analysis, selection and design, issues related to corpus tools, language, institutional factors, and collaboration. A new area of specialization on the pedagogical uses of corpus tools is discussed, based on the results of the three cases. Implications for researchers, material designers, corpus tools specialists, teacher educators, administrators and teachers are considered.
590 $a School code: 0079.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0530
690 $a 0441
710 2 $a Georgia State University. $b Applied Linguistics and English as a Second Language. $3 2095194
773 0 $t Dissertation Abstracts International $g 74-12A(E).
790 $a 0079
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3591056