An aerial view of Singleton Campus and the bay opposite

Dr Federica Barbieri

Uwch-ddarlithydd

Applied Linguistics

+44 (0) 1792 606941

f.barbieri@abertawe.ac.uk

Ar gael ar gyfer Goruchwyliaeth Ôl-raddedig

Dolenni Ymchwil

https://orcid.org/0000-0001-9088-7730

ResearchGate

Google Scholar

Scopus

Trosolwg

Mae Federica yn arbenigo mewn ieithyddiaeth gymdeithasol, dadansoddi disgwrs, ieithyddiaeth corpws, a disgwrs yr ystafell ddosbarth. Mae ei hymchwil yn cymhwyso dulliau sy'n seiliedig ar gorpws i gyrff mawr o ddisgwrs llafar i ymchwilio i amrywiad a newid geiriadurol-ramadegol, amrywiad pragmatig trafodaeth, ac amrywiad cwmpasran. Mae ganddi ddiddordeb arbennig mewn agweddau rhyngbersonol ar iaith mewn cwmpasrannau sefydliadol (llafar). O fewn ieithyddiaeth gymdeithasol, mae wedi gwneud gwaith helaeth ar ferfau dyfynnu ac estynwyr cyffredinol; o fewn dadansoddi disgwrs, mae wedi ymchwilio i farcio ieithyddol 'cymryd rhan' mewn disgwrs ystafell ddosbarth ym mhrifysgolion America. Mae ganddi ddiddordebau hirsefydlog hefyd yn nyluniad deunyddiau corpws a rhyngwynebau ieithyddiaeth corpws ac ymchwil addysgu a chaffael iaith.

Mae wedi cyflwyno mewn cynadleddau ledled yr Unol Daleithiau ac Ewrop, ac mae ei gwaith yn ymddangos mewn sawl cyfnodolyn blaenllaw, gan gynnwys Journal of English Linguistics, Journal of Sociolinguistics, English World Wide, Applied Linguistics, Language Teaching Research, ac English for Specific Purposes.

Cyn ymuno ag Abertawe yn 2012, bu Federica yn addysgu yn Sefydliad Astudiaethau Rhyngwladol Monterey, Prifysgol New Hampshire, a Phrifysgol Reading, lle bu'n addysgu ystod eang o gyrsiau graddedig ac israddedig mewn ieithyddiaeth ac ieithyddiaeth gymhwysol.

Mae gan Federica ddoethuriaeth mewn Ieithyddiaeth Gymhwysol o Brifysgol Gogledd Arizona, MA mewn TESL/Ieithyddiaeth Gymhwysol o Brifysgol Talaith Iowa, ac MA mewn Ieithoedd a Llenyddiaeth Dramor o Brifysgol Gatholig Milan. Mae'n Gymrawd yr Academi Addysg Uwch. Ers 2014 mae hi wedi bod yn Gyfarwyddwr Rhaglen yr MA TESOL.

Meysydd Arbenigedd

Ieithyddiaeth corpws
Dadansoddi disgwrs
Ieithyddiaeth gymdeithasol
Amrywiad y cwmpasran
Amrywio a newid iaith
Pragmateg (drawsddiwylliannol)
Disgwrs yn yr ystafell ddosbarth
Safbwynt

Uchafbwyntiau Gyrfa

Diddordebau Addysgu

Yn Abertawe, rwy'n addysgu amrywiaeth o gyrsiau israddedig ac ôl-raddedig mewn dadansoddi disgwrs, ieithyddiaeth gymdeithasol, a gramadeg ddisgrifiadol.

Cyhoeddiadau

Uchafbwyntiau Ymchwil

Barbieri, F. (2019). Annotations of Major Register and Genre Studies
https://doi.org/10.1017/9781108686136.011, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa55224
Barbieri, F. (2009). Appendix A: Annotations of Major Register and Genre Studies
https://doi.org/https://doi.org/10.1017/CBO9780511814358.010, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa52748
Barbieri, F. (2020). Invited Review of: Biber, D. & Egbert, J. (2018). Register Variation Online. Cambridge: Cambridge University Press.
https://doi.org/10.1016/j.pragma.2020.01.006, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54037
http://dx.doi.org/10.1016/j.pragma.2020.01.006
Barbieri, F. & Barbieri, F. (2015). Involvement in University Classroom Discourse: Register Variation and Interactivity. Applied Linguistics, 36(2), 151-173.
https://doi.org/10.1093/applin/amt030, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa16439
http://applij.oxfordjournals.org/content/36/2/151.full.pdf+html
Barbieri, F. (2005). Corpus What?
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa27597
https://www.tesol.org/read-and-publish/journals/other-serial-publications/compleat-links/compleat-links-volume-2-issue-3-(september-2005)/corpus-what-

Holl Ymchwil

Erthyglau Cylchgronau

Barbieri, F. & Barbieri, F. (2015). Involvement in University Classroom Discourse: Register Variation and Interactivity. Applied Linguistics, 36(2), 151-173.
https://doi.org/10.1093/applin/amt030, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa16439
http://applij.oxfordjournals.org/content/36/2/151.full.pdf+html
Barbieri, F. (2009). Quotative 'be like' in American English: Ephemeral or here to stay?. English World-Wide, 30(1), 68-90.
https://doi.org/10.1075/eww.30.1.05bar, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa13437
http://www.benjamins.com/cgi-bin/t_articles.cgi?bookid=EWW%2030:1&artid=685124406
Barbieri, F. (2008). Patterns of age-based linguistic variation in American English. Journal of Sociolinguistics, 12(1), 58-88.
https://doi.org/10.1111/j.1467-9841.2008.00353.x, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa13414
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9841.2008.00353.x/abstract
James, M., Barbieri, F., & Garcia, P. (2008). What Are They Talking About? Lessons Learned from a Study of Peer Instruction. Astronomy Education Review, 7(1), 37
https://doi.org/10.3847/AER2008004, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa13439
http://scitation.aip.org/journals/doc/AERSCZ-ft/vol_7/iss_1/37_1.html
Barbieri, F. (2007). Older men and younger women: A corpus-based study of quotative use in American English. English World-Wide, 28(1), 23-45.
https://doi.org/10.1075/eww.28.1.03bar, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa16104
Biber, D. & Barbieri, F. (2007). Lexical bundles in university spoken and written registers. English for Specific Purposes, 26(3), 263-286.
https://doi.org/10.1016/j.esp.2006.08.003, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa16102
Barbieri, F. & Eckhardt, S. (2007). Applying corpus-based findings to form-focused instruction: The case of reported speech. Language Teaching Research, 11(3), 319-346.
https://doi.org/10.1177/1362168807077563, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa16103
Barbieri, F. (2005). Quotative Use in American English: A Corpus-Based, Cross-Register Comparison. Journal of English Linguistics, 33(3), 222-256.
https://doi.org/10.1177/0075424205282667, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa16105

Penodau Llyfrau

Barbieri, F. (2018). Chapter 10. I don’t want to and don’t get me wrong. Applications of Pattern-driven Methods in Corpus Linguistics (pp. 251-276). John Benjamins
https://doi.org/10.1075/scl.82.10bar, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa31696

Cynnyrch Ymchwil Arall

Barbieri, F. (2020). Invited Review of: Biber, D. & Egbert, J. (2018). Register Variation Online. Cambridge: Cambridge University Press.
https://doi.org/10.1016/j.pragma.2020.01.006, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54037
http://dx.doi.org/10.1016/j.pragma.2020.01.006
Barbieri, F. (2019). Annotations of Major Register and Genre Studies
https://doi.org/10.1017/9781108686136.011, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa55224
Barbieri, F. (2016). Invited Review of: Buchstaller, I. (2014). Quotatives. New Trends and Sociolinguistic Implications
https://doi.org/10.1016/j.pragma.2016.04.010, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa27596
Barbieri, F. (2009). Appendix A: Annotations of Major Register and Genre Studies
https://doi.org/https://doi.org/10.1017/CBO9780511814358.010, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa52748
Barbieri, F. (2005). Corpus What?
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa27597
https://www.tesol.org/read-and-publish/journals/other-serial-publications/compleat-links/compleat-links-volume-2-issue-3-(september-2005)/corpus-what-

Goruchwyliaeth

Investigating Word Association Behaviour in People with Acquired Language and Communication Disorders (cyfredol)

PhD

Goruchwyliwr arall: Prof Tess Fitzpatrick
The title: What effect does short term Study Abroad (SA) have on learners’ vocabulary knowledge? (dyfarnwyd 2023)

PhD

Goruchwyliwr arall: Prof Tess Fitzpatrick

Modiwlau a Addysgir

ALEM15 Dissertation

This is the Directed Indepedent Learning component (Part 2) of the MA TEFL/TESOL. Students are required to plan, carry out and write up an extended empirical research project. Students are expected to build on knowledge on empirical research in applied linguistics acquired in the pre-requisite research methods module (ALEM19: Research Methods in ELT)/ Specifically, students are expected to plan and carry out an empirical research project on a topic of relevance to English language learning and teachingm and following established approaches and methods in applied lingusitics. They will then write up the project following the structure of empirical research reports and established academic writing conventions.
ALEM21 Discourse Analysis for ELT

This course introduces students to discourse analysis, an interdisciplinary, multidisciplinary, and increasingly popular area of language studies. Discourse analysis, broadly understood as the study of language in context and of the interfaces of language, culture, and society, is arguably an essential discipline for prospective language teachers. Accordingly, this course overviews some of the key approaches to discourse analysis with direct applications to language teaching, including text conversation analysis, politeness theory, speech act theory, (cross-cultural) pragmatics, interactional sociolinguistics, systemic functional linguistics, register analysis, and genre analysis. It provides students with hands-on practice in the application of these approaches to discourse analysis, and it systematically draws students¿ attention to the implications and applications of these approaches for language teaching and materials design.
ALEM36 Grammatical Analysis

This module provides a descriptive overview of English grammar. It surveys English grammatical structures and the major patterns of language use from a grammatical perspective, taking a descriptive, register perspective. While the module is not designed as either a survey of grammatical theories, or a course in ESL methods for grammar instruction, it will offer opportunities for discussion of classroom teaching implications, particularly when we look at the discourse/register characteristics of grammatical features. Students taking this module will develop the ability to carry out grammatical analyses of naturally-occurring sentences from spoken and written texts. There is only one way to develop this ability: with consistent practice. Students will therefore be expected to complete all readings and assigned homework regularly. Inconsistent class preparation and poor class attendance are unlikely to lead to satisfactory performance.

Hanes Gyrfa

Uwchddarlithydd, Prifysgol Abertawe

2014 - Presennol
Darlithydd, Prifysgol Abertawe

2012 - 2014

Dr Federica Barbieri

Rhif ffôn

Cyfeiriad ebost

LinkedIn Account

Dolenni Ymchwil

Trosolwg

Meysydd Arbenigedd

Uchafbwyntiau Gyrfa

Cyhoeddiadau

Uchafbwyntiau Ymchwil

Holl Ymchwil

Erthyglau Cylchgronau

Penodau Llyfrau

Cynnyrch Ymchwil Arall

Goruchwyliaeth

Investigating Word Association Behaviour in People with Acquired Language and Communication Disorders (cyfredol)

The title: What effect does short term Study Abroad (SA) have on learners’ vocabulary knowledge? (dyfarnwyd 2023)

Modiwlau a Addysgir

ALEM15 Dissertation

ALEM21 Discourse Analysis for ELT

ALEM36 Grammatical Analysis

Hanes Gyrfa

Uwchddarlithydd, Prifysgol Abertawe

Darlithydd, Prifysgol Abertawe