Elen Le Foll

Elen Le Foll
Universität Osnabrück | UOS · Institut für Anglistik / Amerikanistik

CELTA; M.A. Conference Interpreting; M.Sc. Cognitive Science

About

27
Publications
4,779
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Citations
Introduction
English Education Lecturer and PhD Candidate (University Osnabrück) – Freelance Conference Interpreter (English, French, German) – Guest Interpreting Lecturer (University of Applied Sciences Cologne) Corpus Linguistics – Second Language Acquisition – English Language Teaching – Materials Design and Evaluation – Data-Driven Learning – Media and Data Literacy
Additional affiliations
May 2022 - September 2022
Leibniz Universität Hannover
Position
  • Lecturer in English linguistics
March 2017 - August 2019
Technische Hochschule Köln
Position
  • Lecturer
Description
  • M.A. Conference Interpreting: Multilingual Conference Interpreting; Simultaneous und Consecutive Interpreting (German > English) -- B.A. Multilingual Communication: Sight Translation; Liaison Interpreting.
October 2016 - present
Universität Osnabrück
Position
  • Lecturer
Description
  • TEFL courses for future primary, secondary and vocational school English teachers: Introduction to English Language Teaching, Vocabulary Acquisition, Teaching Speaking Skills, Teaching and Learning Phraseology, Corpus Linguistics and Language Teaching, etc.

Publications

Publications (27)
Article
Full-text available
English as a foreign language (EFL) textbooks typically present a prescriptive typology of three or four conditional types. We examine the extent to which this long-established English Language Teaching (ELT) typology is reflected in four varieties of English by comparing the forms and functions of four samples of 620 if-conditionals from French sc...
Chapter
Full-text available
This chapter investigates how periphrastic causative constructions (e.g., What makes you think that?) are represented in secondary school EFL textbooks and how textbook representations may influence the output of EFL learners. First, the explicit descriptions of causative constructions in textbooks are examined. Second, the syntactic and phraseolog...
Preprint
Full-text available
Previous studies have claimed that the progressive is frequently over-and misrepresented in English as a Foreign Language (EFL) textbooks (e.g., Römer 2005). This paper compares the representation of progressives in the dialogues of nine series of secondary school EFL textbooks (43 volumes) to the Spoken BNC2014. The frequencies, morphosyntactic an...
Presentation
Full-text available
Im schulischen Fremdsprachenunterricht sind Lehrbücher allgegenwärtig. Auch an deutschen Sekundarschulen bestimmen ihre Inhaltsverzeichnisse weitgehend den Lehrplan und sie bilden den Großteil des fremdsprachlichen Inputs der Schüler*innen. Aber was sind die sprachlichen Besonderheiten dieses deutschen Schulenglisch? Welche von ihnen sind aus fachd...
Poster
Full-text available
Die Entstehung der offenen Bildungsressource: "A practical guide to creating corpus-informed materials for the EFL classroom" Obwohl der Wert von Sprachkorpora und Data-Driven Learning im Fremdsprachenunterricht seit Langem bewiesen ist (cf. Meta-Analyse von Boulton und Cobb 2017), besteht nach wie vor eine erhebliche Lücke zwischen der Fremdsprac...
Book
Full-text available
Open Educational Resource, current working version available on: https://elenlefoll.pressbooks.com. CC-BY-NC 4.0. Editable XML and HTML versions are available from: https://doi.org/10.5281/zenodo.4992504 This Open Educational Resource (OER) aims to empower English teachers from across the globe to design their own, authentic, corpus-based lesso...
Data
"Creating Corpus-Informed Materials for the English as a Foreign Language Classroom: A step-by-step guide for teachers using online resources" – An open-access e-book by and for (student) teachers Elen Le Foll Osnabrück University, Germany Keywords: Teacher training, English Language Teaching, materials design, digital competences, corpus skills, d...
Article
Full-text available
This study applies additive Multi-Dimensional Analysis (MDA) (Biber 1988) to explore the linguistic characteristics of "school English" or "textbook English". It seeks to find out how text registers commonly featured in English as a Foreign Language (EFL) textbooks differ from comparable registers found outside the EFL classroom. To this end, a Tex...
Preprint
Full-text available
This is a post-peer-review, pre-copyedit version of a paper to be published as: Le Foll, Elen (in press). MAKING tea and mistakes: The Functions of MAKE in Spoken English and Textbook Dialogues In Yin Z. & Vine E. (Eds.) Corpus Linguistics Meets Language and Literacy Educators: Multifunctionality in English and Pedagogy. Routledge.
Presentation
Full-text available
English is a core subject at vocational schools in Germany. However, commercially available English Language Teaching (ELT) materials are seldom tailored to vocational students' future professional interests and needs. In addition, English teachers at vocational schools cannot be expected to be knowledgeable about all of their students' wide range...
Conference Paper
Self-set educational goals are central to self-regulated learning and an observable manifestation of students' motivation. In this paper, we develop and trial a tagset for the characteristics of university students' self-set goals. The novelty of this approach consists in using data-driven, non-exclusive tags, rather than theory-derived, exclusive...
Presentation
Full-text available
A link to the video presentation: https://www.youtube.com/watch?v=jEg1wPohXCo Abstract: Textbooks are known to be “one of the most important educational inputs” (Pingel 2010: 7) and, as such, have long been cherished objects of research, especially in the social and political sciences. In applied linguistics, page-by-page analysis of textbook lang...
Presentation
Full-text available
Whilst the value of corpora in foreign language teaching has long been understood, researched and documented (e.g., O’Keeffe, McCarthy & Carter 2007; Boulton & Cobb 2017), the “large gap between the wealth of applied corpus-linguistic research and the teaching practice” (Mukherjee 2004: 247) is still a reality. In particular in school EFL contexts,...
Conference Paper
Full-text available
This study aims to uncover the specific combinations of lexico-grammatical features that characterise “the kind of synthetic English” (Römer 2004: 185) that pupils are exposed to via their school textbooks. To this end, a Textbook English corpus made up of 43 coursebooks used in lower secondary schools in France, Germany and Spain is mobilised. Th...
Research
Full-text available
Full paper available on: https://ollren.org/ld.php?content_id=54044473 In this article we explore how online information and communication technologies can facilitate group learning processes, knowledge sharing and the co-construction of new skills and knowledge through meaningful social interactions.Drawing on the results from a range of studies...
Presentation
Full-text available
Just as there is something instinctively odd in the textbook dialogue extract quoted in the title, there seems to be a genuine gap between corpus-derived descriptive grammars and EFL/ESL teaching materials in terms of their representation of the progressive aspect. In a cursory study, Biber & Reppen (2002) deplore the fact that textbooks often intr...
Presentation
Full-text available
MAKING Explicit: The Use of MAKE in School English Textbooks In a corpus-based study comparing native and non-native learner writing, Altenberg & Granger (2001) conclude that learners of English as a Foreign Language (EFL) struggle with the highly frequent and polysemous verb MAKE. Even for advanced learners, MAKE is shown to be particularly probl...
Conference Paper
Full-text available
English language learners of all proficiency levels often struggle to make idiomatic collocational choices in their writing (e.g., Laufer & Waldman, 2011; Lu, 2016; Nesselhauf, 2005). Although many more reliable and specialised resources exist, language learners nowadays rely heavily on freely accessible online resources to solve such collocational...
Presentation
Full-text available
Most secondary school foreign language courses follow commercially published textbooks. These textbooks can thus be considered “one of the primary sources of [foreign language] input in the classroom” (Tono, 2004, p. 45). It therefore follows that thorough evaluations of the authenticity of the linguistic content of these secondary school EFL textb...
Presentation
Full-text available
The majority of secondary school foreign language syllabi in Europe are based on commercial textbooks. It therefore follows that thorough evaluations of the authenticity of the linguistic content of these EFL textbooks is paramount. So far, textbook language evaluations have either considered textbook language as one register (e.g., Ljung, 1990), t...
Poster
Full-text available
Methodology presentation of a comparative corpus analysis of EFL textbooks for secondary schools in France and Germany.

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