Please note that this list may not be complete as we only add upcoming seminars once we have sufficient details from the presenter.
This talk examines the forces that trigger two word-order designs in English: (i) object-verb sentences (*?The teacher the student hit) and (ii) adjunct-complement vs complement-adjunct constructions (He taught yesterday Maths vs He taught Maths yesterday). The study focuses both on the diachronic tendencies observed in the data in Middle English, Early Modern and Late Modern English, and on their synchronic design in Present-Day English. The approach is corpus-based (or even corpus-driven) and the data, representing different periods and text types, are taken from a number of corpora (the Penn-Helsinki Parsed Corpus of Middle English, the Penn-Helsinki Parsed Corpus of Early Modern English, the Penn Parsed Corpus of Modern British English and the British National Corpus, among others). The aim of this talk is to look at the consequences that the placement of major constituents (eg. complements) has for the parsing of phrases in which they occur. I examine whether the data are in keeping with determinants of word order like complements-first (complement plus adjunct) and end-weight in the periods under investigation. Some statistical analyses will help determine the explanatory power of such determinants.
How do we talk about the books we read together? How do teachers guide reading of study texts in schools? This seminar reports on the continuing British Academy-funded project Literature's Lasting Impression which investigates shared reading of novels and reading aloud in primary schools, secondary schools, universities and public reading groups. In particular, it will attend to teachers' action of quoting study texts aloud during collective reading activity in primary and secondary classrooms. What functions does this appear to serve? Informed by Conversation Analysis, the presentation also extends exploration of quoting aloud as distinct from quotation in writing, which I have termed echo in earlier work investigating pupils' responses to poetry. Drawing on my role as a teacher educator in the field of Secondary English, I will also reflect on methodological issues and the role of empirical research in teacher education and the pedagogy of literary reading. How can transcripts of classroom interaction be used to refine and improve teacher education, and what is the potential of a corpus dedicated to this distinctive form of spoken language?