Integrating
a
corpus
of
classroom
discourse
in
language
teacher
education:
the
case
of
discourse
markers
CAROLINA P. AMADOR MORENO a1, STÉPHANIE O’RIORDAN a2 and ANGELA CHAMBERS a3
a1 Departamento de Filologías Inglesa y Alemana, Universidad de Extremadura,
Facultad de Filosofía y Letras, Avda. Universidad s/n 10071
Cáceres, Spain. camador@unex.es
a2 Centre for Applied Language Studies, Department
of Languages and Cultural Studies, University of Limerick, Limerick,
Ireland. angela.chambers@ul.ie
a3 IRCHSS Government of Ireland Scholar, Centre for Applied Language Studies, Department
of Languages and Cultural Studies, University of Limerick, Limerick,
Ireland. stephanie.oriordan@ul.ie
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AbstractWhile language teacher education programmes and language syllabi in secondary education encourage the
use of the target language in the classroom, resources to support teachers in this endeavour, such as books with useful
phrases, do not state that the examples they provide are corpus-based, i.e. drawn from actual language use rather than
invented phrases. This paper investigates whether consultation of a corpus of classroom discourse can be of benefit in
language teacher education. The paper describes a project involving the creation of corpora of classroom discourse in
French and Spanish, and the use of these corpora with student teachers. After setting the research in the context of
corpora and classroom interaction, it examines issues such as the content of the corpora, the type of consultation (direct
or mediated by the teacher), and the student teachers’ evaluation of the activity. Special attention is paid to one
particular aspect of classroom interaction, discourse markers.
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