‘You’ and ‘I’ in university seminars and spoken learner discourse

O'Boyle, Aisling

doi:10.1016/j.jeap.2014.08.003

Cited by 23 publications

(3 citation statements)

References 57 publications

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“…In a much smaller corpus from a UK context, this finding is indeed replicated. O'Boyle (2010;2014) shows in an analysis of a modest-sized spoken academic corpus (UNITALK) that turns are distributed equally between tutor and student. However, the length of turns evidence more variation between the tutor and student speakers.…”

Section: Apply It To Your Context 7amentioning

confidence: 99%

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Corpus research on spoken academic discourse

Viana¹,

O'Boyle²

2021

Corpus Linguistics for English for Academic Purposes

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Section: Apply It To Your Context 7amentioning

confidence: 99%

“…An important aspect of corpus analysis is the interpretation of the empirical results. Examine Figure 7.5, which gives a breakdown of the number of tutor and student turns in each of the 15 spoken texts in UNITALK (O'Boyle, 2010). What observations can you make from these results?…”

Section: Check Your Understanding 7amentioning

confidence: 99%

Corpus research on spoken academic discourse

Viana¹,

O'Boyle²

2021

Corpus Linguistics for English for Academic Purposes

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“…These studies highlight the connectedness between speaking, listening and participation. They demonstrate alongside the work on oracy (Mercer et al, 2017), how talking is closely linked to the concept of listening and both are jointly required to constitute effective participation (McCarthy, 2010;O'Boyle, 2014). Indeed, from a practitioner perspective, Walqui and Heritage (2018) reflect this view on speaking and listening in their discussion on the role of the teacher who aims for "effective participation".…”

Section: Introductionmentioning

confidence: 99%

Process drama in the classroom

McDonnell

O'Boyle

2021

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This paper reports on a study of the use of process drama in an international primary school in the Netherlands. The research investigated the extent to which using process drama could develop participation for advanced EAL learners. In addition, we sought to understand pupils’ perspectives. Using a qualitative methodology, we undertook a case study approach focusing on six advanced EAL learner pupils (9-10-year-olds). We implemented the process drama approach during a series of nine science lessons. We collated and analysed Video recording of lessons, the class teacher’s written observations, a research journal, two interviews and a focus group with the case study participants using an arts-based framework of participation, previously employed by Pérez-Moreno (2018). We deployed embodied research methods. The findings suggest that using process drama as a teaching methodology increased participation, but not immediately. In addition, pupils who had not previously spoken out in lessons began to volunteer their ideas. All case study pupils reported that they considered that their participation increased.

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