In this article, we consider how corpus linguistics (CL) and conversation analysis (CA) can be used together to provide enhanced descriptions of spoken interaction in the context of small group teaching in higher education. From our analysis of the data, we show how the two approaches can be combined in an iterative process to account for features of spoken discourse at both micro (word) and macro (text) levels. Beginning with CL and focusing largely on words and combinations of words, we then use CA to highlight pertinent interactional features. Our methodology follows an iterative process: from CL to CA, back to CL and so on. This approach to analysis provides powerful insights into the ways in which interactants establish understandings in educational settings and, in particular, highlights the inter-dependency of words, utterances and text in the co-construction of meaning.
2024. Using Legitimation Code Theory to explore knowledge building in English medium higher education teaching: methodological challenges and innovations. Teaching in Higher Education► pp. 1 ff.
Heron, Marion & David M. Palfreyman
2023. Exploring Higher-Order Thinking in Higher Education Seminar Talk. College Teaching 71:4 ► pp. 252 ff.
Akbaş, Erdem & Betül Bal-Gezegin
2022. Exploring the Functions of Okay as a Discourse Marker in an English-Medium Instruction Class. In English as the Medium of Instruction in Turkish Higher Education [Multilingual Education, 40], ► pp. 233 ff.
Cuesta, Azahara & Jaume Batlle
2022. Personal pronouns as linguistic features in the construction of
pre-service language teacher identity. In Promoting professionalism, innovation and transnational collaboration: a
new approach to foreign language teacher education, ► pp. 215 ff.
Wu, Xinxin & He Yang
2022. A comparative analysis of English for academic purposes teachers’ interactive metadiscourse across the British and Chinese contexts. Frontiers in Psychology 13
Batlle, Jaume
2021. “Muy bien” as a transition token in teacher-student interactions in the Spanish as a foreign language classroom. System 97 ► pp. 102438 ff.
Giacosa, Antonella
2021. Clarification and repair in emergency remote EFL classes. EuroAmerican Journal of Applied Linguistics and Languages 8:2
Atkins, Sarah
2019. Assessing health professionals’ communication through role-play: An interactional analysis of simulated versus actual general practice consultations. Discourse Studies 21:2 ► pp. 109 ff.
2019. Pedagogic practices to support international students in seminar discussions. Higher Education Research & Development 38:2 ► pp. 266 ff.
Heron, Marion & Joanne Webster
2019. Scaffolding talk in EAP lessons: an examination of experienced teachers’ practices. Innovation in Language Learning and Teaching 13:4 ► pp. 358 ff.
2018. Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions. ZDM 50:6 ► pp. 1065 ff.
Milà-Garcia, Alba
2018. Pragmatic Annotation for a Multi-Layered Analysis of Speech Acts: A Methodological Proposal. Corpus Pragmatics 2:3 ► pp. 265 ff.
Choi, Seongsook & Keith Richards
2017. Interdisciplinary Interaction. In Interdisciplinary Discourse, ► pp. 71 ff.
Santamaría-García, Carmen
2017. Emotional and Educational Consequences of (Im)politeness in Teacher–Student Interaction at Higher Education. Corpus Pragmatics 1:3 ► pp. 233 ff.
Jawhar, Sabria Salama
2016. Small but Multi-Functional: Response Tokens in Content Language Integrated Learning Interaction. SSRN Electronic Journal
Tsuchiya, Keiko
2016. Focusing on Content or Language?: Comparing Paired Conversations in CLIL and EFL Classrooms, Using a Corpus. In Yearbook of Corpus Linguistics and Pragmatics 2016 [Yearbook of Corpus Linguistics and Pragmatics, ], ► pp. 179 ff.
2019. Translanguaging Performances in a CLIL Classroom at a Japanese University. In Content and Language Integrated Learning in Spanish and Japanese Contexts, ► pp. 263 ff.
Yang, Shanru
2014. Interaction and Codability: A Multi-layered Analytical Approach to Discourse Markers in Teacher’s Spoken Discourse. In Yearbook of Corpus Linguistics and Pragmatics 2014 [Yearbook of Corpus Linguistics and Pragmatics, 2], ► pp. 291 ff.
Lin, Yen-Liang
2013. Discourse Functions of Recurrent Multi-word Sequences in Online and Spoken Intercultural Communication. In Yearbook of Corpus Linguistics and Pragmatics 2013 [Yearbook of Corpus Linguistics and Pragmatics, 1], ► pp. 105 ff.
Martinez, R., S. Adolphs & R. Carter
2013. Listening for needles in haystacks: how lecturers introduce key terms. ELT Journal 67:3 ► pp. 313 ff.
Walsh, Steve & Li Li
2013. Conversations as space for learning. International Journal of Applied Linguistics 23:2 ► pp. 247 ff.
McCarthy, Michael & Anne O'Keeffe
2012. Analyzing Spoken Corpora. In The Encyclopedia of Applied Linguistics,
This list is based on CrossRef data as of 11 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.