Phraseological Items in Teacher Talk and Their Pedagogical Relevance: A Corpus-based Study
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Despite increasing attention on phraseological items in second language (L2) classrooms, there has been little effort to investigate phraseological aspects of native teacher talk in order to examine their pedagogical potential in L2 teacher education. To fill the gap in the literature, the present study explored recurring formulaic sequences identified in the spoken classroom discourse of MICASE (Michigan Corpus of Academic Spoken English). Phrase-frames (p-frames) and n-grams were selected as target phraseological types, which were identified based on two criteria: frequency and teachability of the phraseological items. Extracted n-grams and p-frames were processed at two levels of analysis: functional classification (Biber, Conrad, & Cortes, 2004) and teachers’ verbal behavior classification (Bowers, 1980, as cited in Malamah-Thomas, 1987). The functional analysis was employed as a preliminary step for the second analysis, where phraseological items were coded to investigate their pedagogical functions within classroom discourse. The results revealed that linguistic functions of formulaic languages in native English teacher talk are expressing stance, organizing discourse, and indicating reference. The second analysis showed that the formulaic sequences are used for presenting, organizing, and getting students’ attention in the classroom. Also, the pedagogical implications for non-native English language teachers and learners are discussed.
Abstract
Despite increasing attention on phraseological items in second language (L2) classrooms, there has been little effort to investigate phraseological aspects of native teacher talk in order to examine their pedagogical potential in L2 teacher education. To fill the gap in the literature, the present study explored recurring formulaic sequences identified in the spoken classroom discourse of MICASE (Michigan Corpus of Academic Spoken English). Phrase-frames (p-frames) and n-grams were selected as target phraseological types, which were identified based on two criteria: frequency and teachability of the phraseological items. Extracted n-grams and p-frames were processed at two levels of analysis: functional classification (Biber, Conrad, & Cortes, 2004) and teachers’ verbal behavior classification (Bowers, 1980, as cited in Malamah-Thomas, 1987). The functional analysis was employed as a preliminary step for the second analysis, where phraseological items were coded to investigate their pedagogical functions within classroom discourse. The results revealed that linguistic functions of formulaic languages in native English teacher talk are expressing stance, organizing discourse, and indicating reference. The second analysis showed that the formulaic sequences are used for presenting, organizing, and getting students’ attention in the classroom. Also, the pedagogical implications for non-native English language teachers and learners are discussed.
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