Dr Federica Barbieri

Dr. Federica Barbieri is senior lecturer in applied linguistics. Federica specializes in sociolinguistics, discourse analysis, corpus linguistics, and classroom discourse. Her research applies corpus-based methods to large corpora of spoken discourse to investigate lexico-grammatical variation and change, discourse-pragmatic variation, and register variation. She is particularly interested in interpersonal aspects of language in institutional (spoken) registers. Within sociolinguistics, she has done extensive work on quotative verbs and general extenders; within discourse analysis, she has investigated the linguistic marking of ‘involvement’ in American university classroom discourse. She also has long-standing interests in corpus-based materials design and the interfaces of corpus linguistics and language teaching and acquisition research. She has presented at conferences across the United States and Europe, and her work appears in several leading journals, including Journal of English Linguistics, Journal of Sociolinguistics, English World Wide, Applied Linguistics, Language Teaching Research, and English for Specific Purposes.

At Swansea, Federica teaches courses in sociolinguistics, text linguistics, and discourse analysis in the BA in English Language and the MAs in TEFL and English Language Studies. Prior to coming to Swansea in 2012, she held teaching positions at the Monterey Institute of International Studies, the University of New Hampshire, and the University of Reading, where she taught a wide range of graduate and undergraduate courses in linguistics and applied linguistics.

Federica holds a PhD in Applied Linguistics from Northern Arizona University, an MA in TESL/Applied Linguistics from Iowa State University, and an MA in Foreign Languages and Literatures from the Catholic University of Milan. She is a Fellow of the Higher Education Academy.

Areas of Expertise

  • sociolinguistics
  • corpus linguistics
  • discourse analysis
  • spoken discourse
  • university classroom discourse
  • register variation

Publications

  1. Involvement in University Classroom Discourse: Register Variation and Interactivity. Applied Linguistics 36(2), 151-173.
  2. Invited Review of: Buchstaller, I. (2014). Quotatives. New Trends and Sociolinguistic Implications. Journal of Pragmatics 98, 61-64.
  3. I don’t want to and don’t get me wrong: Lexical bundles as a window to subjectivity and intersubjectivity in American blogs. In Patterns in text: Corpus-driven methods and applications..
  4. Quotative 'be like' in American English: Ephemeral or here to stay?. English World-Wide 30(1), 68-90.

See more...

Teaching

  • ALE115 Language of Everyday Life

    This course is designed to introduce students to the principled study of texts representing a wide range of genres or registers of everyday language, such as conversation, academic texts, recipes, blogs and micro-blogs, political speeches, news reporting and so on. Rather than focusing on creative aspects of texts though, the course is designed to equip students with the analytical tools to carry out principled descriptions of the linguistic (particularly lexico-grammatical) characteristics of spoken and written texts, and the ways that situational factors influence the linguistic characteristics of texts. The course also introduces students to basic notions in pragmatics, speech act theory, and conversation analysis. Throughout the course, students will practice different kinds of hands-on linguistic analyses, which are essential to succeed in the course.

  • ALE202 Sociolinguistics

    This course introduces students to the field of sociolinguistics ¿ the study of language in society. The course aims to raise students¿ awareness of the many and complex ways that linguistic choices are associated with social and situational factors. The course surveys the history and approaches to sociolinguistics, and explores some of the major issues and debates in the field, including how language varies according to factors like gender, ethnicity, social class, and education, and how factors like power, inequality, and cultural difference shape human interaction and affect the social outcomes of different types of interaction. We will critically consider the notion of variation, examine the dynamics of language in macro-social settings and micro-interactional contexts, and explore the ways that the mutually constitutive relationship between language and society is mediated through language ideology and identity construction.

  • ALE318 Research Project (Linguistics)

    In this module, students will conduct an empirical research project in Linguistics under supervision. This will entail collecting and analyzing data, as well as writing up their projects in an 8,000 word dissertation.

  • 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.

Supervision

  • A multi-phase mixed methods investigation of the vocabulary-related beliefs and strategy use of Italian EFL adult learners. (current)

    Student name:
    PhD
    Other supervisor: Dr Cornelia Tschichold

Administrative Responsibilities

External Responsibilities