ABSTRACT
In approaching the analysis of teaching practice feedback discourse, researchers have many options in terms of theoretical framework and methodology. There are various appropriate analytical structures that can be and have been adopted, for example, conversation analysis, pragmatics and politeness, interaction analysis, genres and communities of practice, notions of power, and critical discourse analysis. These will be briefl y discussed in the fi rst part of this chapter, along with some of the ways they have been applied in previous studies of supervisory discourse. The distinctiveness of the research reported in this book will be framed within a qualitative corpus-based approach for spoken and written language, which will be detailed in full in Chapter 3.
