TY - JOUR
T1 - Using corpus-based discourse analysis for curriculum development
T2 - Creating and evaluating a pronunciation course for internationally educated nurses
AU - Staples, Shelley
N1 - Funding Information:
This project was supported by grants from the National Council of State Boards of Nursing , University Medical Center of Southern Nevada (UMCSN) , Language Learning , Northern Arizona University Regents, an AZ TESOL Small Grant, and a Ruth Crymes Fellowship from TESOL. The author thanks her WAL colleagues at University of Arizona and the anonymous reviewers for their comments, which have greatly improved the manuscript. She also thanks Nina Carter, PhD, RN and the nursing education staff at UMCSN for their support of this research.
Publisher Copyright:
© 2018 Elsevier Ltd
PY - 2019/1
Y1 - 2019/1
N2 - This paper discusses the development of corpus-based curriculum for ESP, with a focus on two underresearched areas: health care communication and the use of corpus materials for pronunciation. Three aspects of corpus-based curriculum development are explored: corpus-based needs analysis; corpus-based materials development; and corpus-based assessment and evaluation (Flowerdew, 2012; Tono, 2011). First, this paper briefly reports on a quantitative corpus-based analysis of 104 nurse-patient interactions that was conducted to identify needs of nurses in clinical interactions, with a focus on the findings related to pronunciation (pitch range, tone choice, and prominence/sentence stress). Key differences were found between international and U.S. nurse discourse in the use of these features. Next, the paper describes the curriculum for a Pronunciation for Nurses course, with an emphasis on corpus-based materials development from the corpus described above. Finally, the paper discusses the corpus-based assessment of participants’ progress and an evaluation of the Pronunciation for Nurses curriculum, including pre and post-tests, interviews with nurse participants, interviews with ESL teachers, and course evaluations. The methods discussed in the paper have implications for other ESP contexts and other aspects of language use.
AB - This paper discusses the development of corpus-based curriculum for ESP, with a focus on two underresearched areas: health care communication and the use of corpus materials for pronunciation. Three aspects of corpus-based curriculum development are explored: corpus-based needs analysis; corpus-based materials development; and corpus-based assessment and evaluation (Flowerdew, 2012; Tono, 2011). First, this paper briefly reports on a quantitative corpus-based analysis of 104 nurse-patient interactions that was conducted to identify needs of nurses in clinical interactions, with a focus on the findings related to pronunciation (pitch range, tone choice, and prominence/sentence stress). Key differences were found between international and U.S. nurse discourse in the use of these features. Next, the paper describes the curriculum for a Pronunciation for Nurses course, with an emphasis on corpus-based materials development from the corpus described above. Finally, the paper discusses the corpus-based assessment of participants’ progress and an evaluation of the Pronunciation for Nurses curriculum, including pre and post-tests, interviews with nurse participants, interviews with ESL teachers, and course evaluations. The methods discussed in the paper have implications for other ESP contexts and other aspects of language use.
KW - Corpus linguistics
KW - Health care communication
KW - Prosody
UR - http://www.scopus.com/inward/record.url?scp=85053554245&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85053554245&partnerID=8YFLogxK
U2 - 10.1016/j.esp.2018.08.005
DO - 10.1016/j.esp.2018.08.005
M3 - Article
AN - SCOPUS:85053554245
VL - 53
SP - 13
EP - 29
JO - English for Specific Purposes
JF - English for Specific Purposes
SN - 0889-4906
ER -