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• W2253173678 abstract "In this paper, I focus on recurrent word sequences, or ‘lexical bundles’ (Biber et al. 1999), as markers of disciplinary variation in a corpus of primary and secondary teacher talk. Frequently occurring lexical bundles can be classified using functional categories such as epistemic stance expressions, modality and topic related discourse organising expressions (ibid). However, in order to account for variation in lexical bundle distribution across disciplines, there is a need for an interpretative framework that relates to a specific community of language users operating in a single genre (Hyland, 2008). Classroom talk is a hybrid discourse (Biber, Conrad and Cortes, 2004) that exhibits both the characteristic interpersonal features of spoken language and ‘literate’ features of written language from textbooks, and that is especially rich in lexical bundles. Using data from the Singapore Corpus of Research in Education (Doyle and Hong, 2009), I trace variations in discipline specific pedagogic practices as evidenced in teacher talk from English medium lessons in English Language, Mathematics and Science in Singapore classrooms. Frequent lexical bundles are classified using a framework adapted from Hyland’s (2008) taxonomy, and the distribution of the various categories is compared across the three school disciplines. The approach is evaluated for its ability to relate linguistic variation to significant disciplinary differences, and to highlight processes of knowledge construction in the classroom. Redesigning Pedagogy 2009 3 TRACING DISCIPLINARITY IN PRIMARY AND SECONDARY TEACHERS’ TALK: A CORPUS-BASED STUDY Introduction In this paper, I attempt to trace disciplinarity in teacher talk using a corpus of some 600 classroom transcripts collected between 2003 and 2005 in Singapore Primary and Secondary schools. This corpus, the Singapore Corpus of Research in Education (Doyle & Hong, 2009; Hong, 2005), includes lessons in English, Mandarin, Malay and Tamil, but for the purposes of this paper I will focus on English medium instruction only in the following subjects: English Language, Mathematics, Science and Social Studies. Before looking at this data closely, I will define what I mean by ‘disciplinarity’ and I will explain how this can be traced in a corpus of transcripts. Then, I will briefly explain corpus-based methods for discourse analysis and highlight the benefits such an approach offers researchers interested in learning more about pedagogy as it is enacted in classrooms. Finally, I will explain the concept of a lexical bundle (Biber et al, 1999) which is the principle framework I use for investigating disciplinarity in the teacher talk. Background This section provides some theoretical background to the study in three areas: the concept of disciplinarity, corpus-based methods of discourse analysis, and the linguistic concept of lexical bundles." @default.
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• W2253173678 title "Tracing disciplinarity in primary and secondary teachers’ talk: A corpus-based study" @default.
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