A corpus based study of educational discourse the SCORE approach

A CORPUS-BASED STUDY OF EDUCATIONAL DISCOURSE – THE SCoRE APPROACH HONG HUAQING NATIONAL UNIVERSITY OF SINGAPORE 2009 A CORPUS-BASED STUDY OF EDUCATIONAL DISCOURSE – THE SCoRE APPROACH HONG HUAQING (BA, PGDE, MA) A THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF ENGLISH LANGUAGE & LITERATURE NATIONAL UNIVERSITY OF SINGAPORE ACKNOWLEDGEMENT Here I’d like to record my sincere gratitude to the following people and institutions for their support and help for this study. First of all, I would like to express my heartfelt thankfulness to Dr Vincent Ooi and Dr Su Jian, for their advice, patience, expertise and encouragement. There are too many things for which I am indebted to Dr Ooi, who gently and patiently guided me to apply corpus linguistics into education research, a field I eventually grew to have a passionate interest in. He is a constant supporter, even during his sabbatical leave, and he has my profound appreciation for his unfailing guidance through my professional development. Similarly, none of this work would have been possible without Dr Su Jian, who is not only my supervisor but also ignited my interest in natural language processing when I worked with her to build the MEDCo coreference corpus for information extraction in the Institute for Infocomm Research (I2R), Agency for Science, Technology and Research (A*STAR), which, together with the National University of Singapore (NUS), kindly provided me with the research scholarship for this work. Secondly, I am also extremely privileged to have Dr Bao Zhiming in the thesis committee. Dr Bao is in part responsible for my budding enthusiasm for the pursuit of further study. He has spent countless hours with me as a teacher and friend. Additionally, he was always interested to hear how I was doing, how I felt about my work, about any doubts and setbacks I was experiencing, and on every occasion tried to encourage me by reminding me that writing this up was possible. i His unfailing guidance and far-reaching friendship is vital for the development of this work. Next, I would also like to thank the group of colleagues who helped this project in one way or another. During my work on this thesis, I have been a member of the Center for Research in Pedagogy and Practice (CRPP), National Institute of Education (NIE), Nanyang Technological University (NTU), and I would like to thank some members of the center, particularly, Allan Luke, Anneliese Kramer-Dahl and David Hogan, who supported my research project to build the classroom discourse corpus, on which this thesis was eventually drawn. As a team, Zheng Jianzhen, Wu Pengcheng, Niu Guiling, Ao Ran and Hui Chenri have been of invaluable assistance in processing the data. Paul Doyle, Pauline Appleyard and Dennis Kwek have given their support and criticism along the way. My thanks also go to Liu Yongbing, Peter Freebody, Laurence Jun Zhang, Rita Silver and Guo Libo, for many interesting discussions and comments on corpus-based classroom discourse analysis. I have been also indebted to my friends, Gong Wengao, Rinka Watanabi, Chen Youping, He Jisheng, Zhang Meisuo, Qi Jianping, Zhao Shouhui, and others who have not been mentioned here but have been by my side all this time. Finally, my special gratitude also goes to my family for continually supporting me throughout this extremely stressful stage in my life when I have to work full time in the day and write this up at night and at the weekend. There is no way to adequately thank my father, my wife and my daughter for their love, understanding and tolerance of my 7-11-like work on this project. My daughter, who ii grew up with this writing, has assisted the relaxation from my writing by her typical nagging and reading of fairy tales to me. And she will have more readings from me now when all this is done. iii TABLE OF CONTENTS ACKNOWLEDGEMENT . i SUMMARY ix LIST OF TABLES xii LIST OF FIGURES . xiv LIST OF ABBREVIATIONS xv CHAPTER INTRODUCTION 1.1 Issues and Motivation 1.2 The Need for a Corpus-Based Integrated Approach 1.3 Rationale and Overall Aim 1.4 Methodology and Specific Objectives 12 1.5 Organization of the Thesis 15 1.6 Summary 18 LITERATURE REVIEW 19 2.1 Introduction 19 2.2 Common Approaches to Classroom Discourse 20 2.2.1 Interaction Analysis Approaches 20 2.2.2 Discourse Analysis Approaches 23 2.2.3 Conversation Analysis Approaches 24 2.2.4 Corpus-Based Approaches 28 CHAPTER iv 2.3 Some Prior Studies 31 2.3.1 Engagement and Discourse 31 2.3.2 Speech Act in Classrooms 34 2.3.3 Teacher-Student Interaction Patterns 36 Summary 41 THE SCORE APPROACH: TECHNICAL ISSUES 43 3.1 Introduction 43 3.2 Technical Considerations 43 3.3 Compiling the Corpus Database 45 3.3.1 Recording, Transcribing and Conversion 46 3.3.2 Feature Selection, Annotation Tools and Methods 60 3.3.3 Parts-of-speech (POS) and Semantic Tagging 63 3.3.4 MMAX2 and Multi-layer Standoff Annotation 68 3.3.5 Annotation of IRF Sequences 70 Database Building and Query 75 3.4.1 Initial Query 76 3.4.2 The Database 77 3.4.3 Web-based Query 79 3.4.4 Advanced Applications 81 Summary 81 2.4 CHAPTER 3.4 3.5 v CHAPTER TEACHER TALK AND STUDENT ENGAGEMENT 83 4.1 Introduction 83 4.2 Conversation Text Types in Class 84 4.2.1 Data and Linguistic Features 85 4.2.2 Factor Analysis 88 4.2.3 Cluster Analysis 91 4.2.4 Comparison across School Subjects 95 4.2.5 Comparison between Grade Levels 99 4.3 4.4 Teacher Talk and Student Engagement 101 4.3.1 The Engagement Levels 102 4.3.2 Factor Analysis and the Five Dimensions 105 4.3.3 Multidimensional Patterns of Variations 110 4.3.4 Comparing across School Subjects 110 4.3.5 Comparing between Grade Levels 112 4.3.6 Comparing across Stream Types 114 4.3.7 Comparing across Classes of Different Sizes 117 4.3.8 Comparing between Teachers of Different Genders 118 4.3.9 Comparing across Teachers of Different Ages 120 4.3.10 Comparing across Teachers of Different Teaching Experience 122 4.3.11 Comparing across Teachers of Different Qualification 124 4.3.12 Discussion 126 Summary 128 vi CHAPTER TEACHER CHOICES OF DIRECTIVES: SPEECH ACT IN CLASSROOM 129 5.1 Introduction 129 5.2 Regulative Discourse in Class 132 5.3 The Data and Types of Directives in Class 135 5.4 Results 138 5.5 Discussion 147 5.6 Summary 151 CHAPTER IRF AND PATTERNS TEACHER-STUDENT INTERACTION 153 6.1 Introduction 153 6.2 IRF Sequences in Classroom Teaching 155 6.3 General Distribution Patterns 158 6.3.1 Question Types 161 6.3.2 Pedagogic Purposes 167 6.3.3 Elicitation Strategies 171 6.3.4 Teacher Question and Student Response 176 6.3.5 Teacher Question, Student Response and Teacher Feedback 182 6.4 Discussion 187 6.5 Summary 190 CONCLUSION 193 Introduction 193 CHAPTER 7.1 vii 7.2 The Corpus-based Integrated Approach 193 7.3 Technical Perspectives of the Approach 195 7.4 Integration in Linguistic and Pedagogical Studies 197 7.5 Significance and Implications 199 7.6 Limitations and Recommendations 201 BIBLIOGRAPHY 204 APPENDICES 231 Appendix A Simple Flowchart Overview of Singapore's Education System 231 Appendix A Simple Flowchart Comparison of Singapore's and American Education Systems 232 Appendix The Singapore Education Landscape 233 Appendix The Streaming in Singapore Schools 234 Appendix A Sample Classroom Observation Coding Sheet 235 Appendix UCREL CLAWS7 POS Tagset 238 Appendix UCREL Semantic Tagset 243 viii Appendix 3: The Singapore Education Landscape 233 Appendix 4: The Streaming in Singapore Schools In the present study, the corpus data are labeled with some social variables in order to comparison between different groups of classrooms. The stream types refer to the streaming of students in the primary school in Singapore. The acronym EM1 represents that English and Mandarin are both taught as first languages. The acronym EM2 represents English is taught as a first language while Mandarin is taught as a second language. However, “the first or second language” used here is specific in Singapore, different from what is normally defined in the international literature. It is language proficiency level rather than acquisition order oriented, for Mandarin is spoken predominantly by at least more than half the cohort at home. This kind of streaming is based on the examination results given after students finish the first four years of primary school. At the end of Primary 4, to maximize their potential, pupils are formally streamed according to their learning ability. All pupils then advance to the next stage of primary education, the orientation stage. At the orientation stage, pupils are placed in one of three language streams, namely EM1, EM2, and EM3, according to their abilities. Pupils in the EM1 and EM2 streams English, Mother Tongue, Mathematics and Science. EM1 pupils may Higher Malay/Chinese/Tamil as their Mother Tongue. Pupils in the EM3 stream Foundation English, basic Mother Tongue and Foundation Mathematics. Secondary school is for years (for Express students) and for years (for Normal students). Broadly, Express is for students who score higher marks in their PSLE (Primary School Leaving Examination at Primary 6) examination and Normal for others. Within the Normal course, pupils have the option of taking the Normal (Academic) course or the Normal (Technical) course. Normal students take 'N' level examination at the end of the 4th year. Those who meet the criteria go on for a 5th year of study, i.e., 'O' level. On the other hand, Express students take 'O' level examination at the end of the 4th year. 234 Appendix 5: Date: ……… A Sample Classroom Observation Coding Sheet Coder ID: …… Time Start: …… Time End: …… Topic: …………………………………… Phase number:…/ ……. Lesson number:…………Lesson size: ……Sequences of activities:……………… Taped Group Interaction: …………… (Yes/No) FRAMING hour hour Time Begin: Phys Arrange: Class Size: Topic(s): Lesson Number: Date: Sequence of Activities: Phase: Taped Grp Interaction: Proportion Engaged: Talk: Organisational: Regulatory: Test Strategy: Curriculum-related: Informal: Percentage Talk: Time End: SOCIAL SUPPORT Encouragement: ETHOS Student Voice: 235 KNOWLEDGE CLASSIFICATION Other Source of Authoritative Knowledge: Stated Teacher Rationale for Phase: Other Teacher's & Student's Tools: Teacher's Tool: Student's Tool: Student's Produced Work: Materials: Describe Single/Multiple Disciplines: Single Discpline: Several Disciplines: Integrated Project: Depth of Knowledge: Factual/Rote/Basic: Procedural/ How to: Conditional/ When to: Advanced Concepts: Knowledge Criticism: Truth: Comparison: Knowledge Critique: Knowledge Manipulation by Students: Reproduction: Interpretation: Application/Prob Solving Generate of Knowledge New to Students: Specialised Language: WEAVING Within Phase: Type of Weaving: Between Phases: Phase weaved with: Type: Describe: Other TASK FRAMING Task framing based on 236 Explicit performance criteria Scaffolding Conceptual Scaffold Procedural Scaffold Strategic Scaffold OPTIONAL ADDENDA Notes: More prompts 237 Appendix 6: UCREL CLAWS7 POS Tagset Pronoun APPGE Aritcle Aritcle Conjunction AT AT1 BCL Conjunction Conjunction Conjunction CC CCB CS Conjunction Conjunction Conjunction Conjunction Determiner CSA CSN CST CSW DA Determiner Determiner DA1 DA2 Determiner DAR Determiner DAT Determiner DB Determiner Determiner DB2 DD Determiner Determiner Determiner Determiner Determiner ThereBE Formula Unclassified Foreign GenitiveS Preposition Preposition DD1 DD2 DDQ DDQGE DDQV EX FO FU FW GE IF II possessive pronoun, pre-nominal (e.g. my, your, our) article (e.g. the, no) singular article (e.g. a, an, every) before-clause marker (e.g. in order (that),in order (to)) coordinating conjunction (e.g. and, or) adversative coordinating conjunction ( but) subordinating conjunction (e.g. if, because, unless, so, for) as (as conjunction) than (as conjunction) that (as conjunction) whether (as conjunction) after-determiner or post-determiner capable of pronominal function (e.g. such, former, same) singular after-determiner (e.g. little, much) plural after-determiner (e.g. few, several, many) comparative after-determiner (e.g. more, less, fewer) superlative after-determiner (e.g. most, least, fewest) before determiner or pre-determiner capable of pronominal function (all, half) plural before-determiner ( both) determiner (capable of pronominal function) (e.g any, some) singular determiner (e.g. this, that, another) plural determiner ( these,those) wh-determiner (which, what) wh-determiner, genitive (whose) wh-ever determiner, (whichever, whatever) existential there formula unclassified word foreign word germanic genitive marker - (' or's) for (as preposition) general preposition 238 Preposition Preposition Adjective Adjective IO IW JJ JJR Adjective JJT Adjective JK Number MC Number Number Number MC1 MC2 MCGE Number Number Number MCMC MD MF Noun ND1 Noun NN Noun Noun Noun Noun Noun Noun Noun NN1 NN2 NNA NNB NNL1 NNL2 NNO Noun NNO2 Noun NNT1 Noun NNT2 Noun NNU Noun NNU1 Noun Noun NNU2 NP Noun NP1 of (as preposition) with, without (as prepositions) general adjective general comparative adjective (e.g. older, better, stronger) general superlative adjective (e.g. oldest, best, strongest) catenative adjective (able in be able to, willing in be willing to) cardinal number,neutral for number (two, three ) singular cardinal number (one) plural cardinal number (e.g. sixes, sevens) genitive cardinal number, neutral for number (two's, 100's) hyphenated number (40-50, 1770-1827) ordinal number (e.g. first, second, next, last) fraction,neutral for number (e.g. quarters, two-thirds) singular noun of direction (e.g. north, southeast) common noun, neutral for number (e.g. sheep, cod, headquarters) singular common noun (e.g. book, girl) plural common noun (e.g. books, girls) following noun of title (e.g. M.A.) preceding noun of title (e.g. Mr., Prof.) singular locative noun (e.g. Island, Street) plural locative noun (e.g. Islands, Streets) numeral noun, neutral for number (e.g. dozen, hundred) numeral noun, plural (e.g. hundreds, thousands) temporal noun, singular (e.g. day, week, year) temporal noun, plural (e.g. days, weeks, years) unit of measurement, neutral for number (e.g. in, cc) singular unit of measurement (e.g. inch, centimetre) plural unit of measurement (e.g. ins., feet) proper noun, neutral for number (e.g. IBM, Andes) singular proper noun (e.g. London, Jane, 239 Noun NP2 Noun Noun Noun Noun Pronoun NPD1 NPD2 NPM1 NPM2 PN Pronoun PN1 Pronoun Pronoun Pronoun Pronoun Pronoun PNQO PNQS PNQV PNX1 PPGE Pronoun Pronoun PPH1 PPHO1 Pronoun PPHO2 Pronoun PPHS1 Pronoun PPHS2 Pronoun PPIO1 Pronoun PPIO2 Pronoun PPIS1 Pronoun PPIS2 Pronoun PPX1 Pronoun PPX2 Pronoun Adverb Adverb PPY RA REX Adverb Adverb Adverb RG RGQ RGQV Frederick) plural proper noun (e.g. Browns, Reagans, Koreas) singular weekday noun (e.g. Sunday) plural weekday noun (e.g. Sundays) singular month noun (e.g. October) plural month noun (e.g. Octobers) indefinite pronoun, neutral for number (none) indefinite pronoun, singular (e.g. anyone, everything, nobody, one) objective wh-pronoun (whom) subjective wh-pronoun (who) wh-ever pronoun (whoever) reflexive indefinite pronoun (oneself) nominal possessive personal pronoun (e.g. mine, yours) 3rd person sing. neuter personal pronoun (it) 3rd person sing. objective personal pronoun (him, her) 3rd person plural objective personal pronoun (them) 3rd person sing. subjective personal pronoun (he, she) 3rd person plural subjective personal pronoun (they) 1st person sing. objective personal pronoun (me) 1st person plural objective personal pronoun (us) 1st person sing. subjective personal pronoun (I) 1st person plural subjective personal pronoun (we) singular reflexive personal pronoun (e.g. yourself, itself) plural reflexive personal pronoun (e.g. yourselves, themselves) 2nd person personal pronoun (you) adverb, after nominal head (e.g. else, galore) adverb introducing appositional constructions (namely, e.g.) degree adverb (very, so, too) wh- degree adverb (how) wh-ever degree adverb (however) 240 Adverb Adverb Adverb Adverb Adverb Adverb Adverb RGR RGT RL RP RPK RR RRQ Adverb RRQV Adverb RRR Adverb RRT Adverb RT Infinitive Interjection Be TO UH VB0 Be Be Be Be Be Be Be Be Do Do Do Do Do Do Have Have Have Have Have Have Modal Modal Verb Verb VBDR VBDZ VBG VBI VBM VBN VBR VBZ VD0 VDD VDG VDI VDN VDZ VH0 VHD VHG VHI VHN VHZ VM VMK VV0 VVD comparative degree adverb (more, less) superlative degree adverb (most, least) locative adverb (e.g. alongside, forward) prep. adverb, particle (e.g about, in) prep. adv., catenative (about in be about to) general adverb wh- general adverb (where, when, why, how) wh-ever general adverb (wherever, whenever) comparative general adverb (e.g. better, longer) superlative general adverb (e.g. best, longest) quasi-nominal adverb of time (e.g. now, tomorrow) infinitive marker (to) interjection (e.g. oh, yes, um) be, base form (finite i.e. imperative, subjunctive) were was being be, infinitive (To be or not . It will be ) am been are is do, base form (finite) did doing do, infinitive (I may . To .) done does have, base form (finite) had (past tense) having have, infinitive had (past participle) has modal auxiliary (can, will, would, etc.) modal catenative (ought, used) base form of lexical verb (e.g. give, work) past tense of lexical verb (e.g. gave, worked) 241 Verb VVG Verb VVGK Verb Verb VVI VVN Verb VVNK Verb Not Alphabet Alphabet VVZ XX ZZ1 ZZ2 ing participle of lexical verb (e.g. giving, working) ing participle catenative (going in be going to) infinitive (e.g. to give . It will work .) past participle of lexical verb (e.g. given, worked) past participle catenative (e.g. bound in be bound to) s form of lexical verb (e.g. gives, works) not, n't singular letter of the alphabet (e.g. A,b) plural letter of the alphabet (e.g. A's, b's) (Adapted from: http://ucrel.lancs.ac.uk/claws7tags.html) 242 Appendix 7: A1 A1.1.1 A1.1.2 A1.2 A1.3 A1.4 A1.5 A1.5.1 A1.5.2 A1.6 A1.7 A1.8 A1.9 A2 A2.1 A2.2 A3 A4 A4.1 A4.2 A5 A5.1 A5.2 A5.3 A5.4 A6 A6.1 A6.2 A6.3 A7 A8 A9 A10 A11 A11.1 A11.2 A12 A13 A13.1 A13.2 UCREL Semantic Tagset GENERAL AND ABSTRACT TERMS General actions, making etc. Damaging and destroying Suitability Caution Chance, luck Use Using Usefulness Physical/mental Constraint Inclusion/Exclusion Avoiding Affect Affect:- Modify, change Affect:- Cause/Connected Being Classification Generally kinds, groups, examples Particular/general; detail Evaluation Evaluation:- Good/bad Evaluation:- True/false Evaluation:- Accuracy Evaluation:- Authenticity Comparing Comparing:- Similar/different Comparing:- Usual/unusual Comparing:- Variety Definite (+ modals) Seem Getting and giving; possession Open/closed; Hiding/Hidden; Finding; Showing Importance Importance: Important Importance: Noticeability Easy/difficult Degree Degree: Non-specific Degree: Maximizers 243 A13.3 A13.4 A13.5 A13.6 A13.7 A14 A15 B1 B2 B3 B4 B5 C1 E1 E2 E3 E4 E4.1 E4.2 E5 E6 F1 F2 F3 F4 G1 G1.1 G1.2 G2 G2.1 G2.2 G3 H1 H2 H3 H4 H5 I1 I1.1 I1.2 I1.3 I2 I2.1 Degree: Boosters Degree: Approximators Degree: Compromisers Degree: Diminishers Degree: Minimizers Exclusivizers/particularizers Safety/Danger Anatomy and physiology Health and disease medicines and medical treatment Cleaning and personal care Clothes and personal belongings Arts and crafts EMOTIONAL ACTIONS, STATES AND PROCESSES General Liking Calm/Violent/Angry Happy/sad Happy/sad: Happy Happy/sad: Contentment Fear/bravery/shock Worry, concern, confident Food Drinks Cigarettes and drugs Farming & Horticulture Government, Politics and elections Government etc. Politics Crime, law and order Crime, law and order: Law and order General ethics Warfare, defence and the army; weapons Architecture and kinds of houses and buildings Parts of buildings Areas around or near houses Residence Furniture and household fittings Money generally Money: Affluence Money: Debts Money: Price Business Business: Generally 244 I2.2 I3 I3.1 I3.2 I4 K1 K2 K3 K4 K5 K5.1 K5.2 K6 L1 L2 L3 M1 M2 M3 M4 M5 M6 M7 M8 N1 N2 N3 N3.1 N3.2 N3.3 N3.4 N3.5 N3.6 N3.7 N3.8 N4 N5 N5.1 N5.2 N6 O1 O1.1 O1.2 Business: Selling Work and employment Work and employment: Generally Work and employmeny: Professionalism Industry Entertainment generally Music and related activities Recorded sound etc. Drama, the theatre and showbusiness Sports and games generally Sports Games Childrens games and toys Life and living things Living creatures generally Plants Moving, coming and going Putting, taking, pulling, pushing, transporting &c. Vehicles and transport on land Shipping, swimming etc. Aircraft and flying Location and direction Places Remaining/stationary Numbers Mathematics Measurement Measurement: General Measurement: Size Measurement: Distance Measurement: Volume Measurement: Weight Measurement: Area Measurement: Length & height Measurement: Speed Linear order Quantities Entirety; maximum Exceeding; waste Frequency etc. Substances and materials generally Substances and materials generally: Solid Substances and materials generally: Liquid 245 O1.3 O2 O3 O4 O4.1 O4.2 O4.3 O4.4 O4.5 O4.6 P1 Q1 Q1.1 Q1.2 Q1.3 Q2 Q2.1 Q2.2 Q3 Q4 Q4.1 Q4.2 Q4.3 S1 S1.1 S1.1.1 S1.1.2 S1.1.3 S1.1.4 S1.2 S1.2.1 S1.2.2 S1.2.3 S1.2.4 S1.2.5 S1.2.6 S2 S2.1 S2.2 S3 S3.1 Substances and materials generally: Gas Objects generally Electricity and electrical equipment Physical attributes General appearance and physical properties Judgement of appearance (pretty etc.) Colour and colour patterns Shape Texture Temperature Education in general LINGUISTIC ACTIONS, STATES AND PROCESSES; COMMUNICATION LINGUISTIC ACTIONS, STATES AND PROCESSES; COMMUNICATION Paper documents and writing Telecommunications Speech acts Speech etc:- Communicative Speech acts Language, speech and grammar The Media The Media:- Books The Media:- Newspapers etc. The Media:- TV, Radio and Cinema SOCIAL ACTIONS, STATES AND PROCESSES SOCIAL ACTIONS, STATES AND PROCESSES SOCIAL ACTIONS, STATES AND PROCESSES Reciprocity Participation Deserve etc. Personality traits Approachability and Friendliness Avarice Egoism Politeness Toughness; strong/weak Sensible People People:- Female People:- Male Relationship Relationship: General 246 S3.2 S4 S5 S6 S7 S7.1 S7.2 S7.3 S7.4 S8 S9 T1 T1.1 T1.1.1 T1.1.2 T1.1.3 T1.2 T1.3 T2 T3 T4 W1 W2 W3 W4 W5 X1 X2 X2.1 X2.2 X2.3 X2.4 X2.5 X2.6 X3 X3.1 X3.2 X3.3 X3.4 X3.5 X4 X4.1 X4.2 Relationship: Intimate/sexual Kin Groups and affiliation Obligation and necessity Power relationship Power, organizing Respect Competition Permission Helping/hindering Religion and the supernatural Time Time: General Time: General: Past Time: General: Present; simultaneous Time: General: Future Time: Momentary Time: Period Time: Beginning and ending Time: Old, new and young; age Time: Early/late The universe Light Geographical terms Weather Green issues PSYCHOLOGICAL ACTIONS, STATES AND PROCESSES Mental actions and processes Thought, belief Knowledge Learn Investigate, examine, test, search Understand Expect Sensory Sensory:- Taste Sensory:- Sound Sensory:- Touch Sensory:- Sight Sensory:- Smell Mental object Mental object:- Conceptual object Mental object:- Means, method 247 X5 X5.1 X5.2 X6 X7 X8 X9 X9.1 X9.2 Y1 Y2 Z0 Z1 Z2 Z3 Z4 Z5 Z6 Z7 Z8 Z9 Z99 Attention Attention Interest/boredom/excited/energetic Deciding Wanting; planning; choosing Trying Ability Ability:- Ability, intelligence Ability:- Success and failure Science and technology in general Information technology and computing Unmatched proper noun Personal names Geographical names Other proper names Discourse Bin Grammatical bin Negative If Pronouns etc. Trash can Unmatched (Adapted from: http://ucrel.lancs.ac.uk/usas/) 248 [...]... corpus- based integrated approach to the studies of classroom discourse The approach was initially conceptualized in 2005 while I was looking for a better approach to a large-scale study of pedagogical practices in the educational settings in Singapore After the literature review and a pilot study, I started to devote the last few years to implement the approach to build the classroom discourse corpus. .. register and genre analyses, critical discourse analysis, discursive psychology, conversation analysis, interactional sociolinguistics, the ethnography of communication, stylistics, mediated discourse analysis, corpus- based analysis, narrative analysis, multimodal discourse analysis, rhetorical-grammatical analysis, argumentation analysis and many others Work on discourse analysis, ethnography of communication,...SUMMARY This study draws on three perspectives, specifically, technical implementation, linguistic studies and pedagogical applications, so as to propose the SCoRE approach, a corpus- based integrated approach to the study of educational discourse It set outs with a review of some popular theoretical and methodological approaches to classroom discourse, such as interaction analysis approaches, discourse. .. aspects, the technical implementation of the approach and the practical applications of the approach in language studies and pedagogical practices, demonstrated in the thesis here, are expected to prove that the SCoRE approach is a better method to classroom discourse research, as it can provide a richer, more complete picture of educational phenomenon, and offer the opportunity for convergent validation of. .. proposing a corpus- based integrated approach to classroom discourse This is not coming from nowhere, but a demand from the advance of the education research in recent years With the need of a corpus- based integrated approach, this chapter also presents the feasibility of implementing an approach of such a kind to the study of daily classroom practices The chapter concludes with the introduction of the objectives... the SCoRE approach to studies on language in and for classroom and pedagogical practice of and for teacher development Turning to the application of the SCoRE approach to studies of language in and for classroom, Chapter Four demonstrates how such a corpus- based integrated approach can be used in analyzing classroom discourse from multiple perspectives In line with the theme of corpus- based integrated... level and a content level The theoretical/methodological level focuses on the identification of the nature of a corpus- based integrated approach to classroom discourse, its purpose and goals, as well as issues for designing and engaging this 12 approach The content level centers on various applications of the SCoRE approach to language studies and pedagogical studies of classroom discourse These two aspects,... out that “to date there have been few large-scale empirical investigations of academic registers, and virtually no such investigations of spoken academic registers.” Given this lack of large quantity of data as support, it has been impossible to generalize the educational research results on the basis of traditional pen-and-paper approach or observationbased approach (cf Cazden, 1988 & 2001; Markee,... will also provide a corpus database from which illustrative material on classroom discourse may be drawn by both researchers and teachers The corpus can then be used as a comprehensive foundation of classroom data incorporating classroom audio and video recordings, written artefacts, and observation coding data Such data can be analytically examined using a suite of software tools drawn from Corpus. .. these approaches are rich in theoretical concepts but thin on data As a rigorous analysis of data requires an iterative process of data interpretation and theory generation based on large amount of evidence, this study therefore attempts to consider how these different approaches can be harnessed with a corpus- based integrated approach in order to have as comprehensive a view as is possible And it intends . review of some popular theoretical and methodological approaches to classroom discourse, such as interaction analysis approaches, discourse analysis approaches and conversation analysis approaches,. discourse analysis, corpus-based analysis, narrative analysis, multimodal discourse analysis, rhetorical-grammatical analysis, argumentation analysis and many others. Work on discourse analysis,. A CORPUS-BASED STUDY OF EDUCATIONAL DISCOURSE – THE SCoRE APPROACH HONG HUAQING NATIONAL UNIVERSITY OF SINGAPORE 2009 A CORPUS-BASED STUDY OF EDUCATIONAL DISCOURSE