Communication Strategies in Experienced vs. Inexperienced Teachers' Talk: A Sign of Transformation in Teacher Cognition

Autor/in	Rahmani Doqaruni, Vahid
Titel	Communication Strategies in Experienced vs. Inexperienced Teachers' Talk: A Sign of Transformation in Teacher Cognition
Quelle	In: Innovation in Language Learning and Teaching, 11 (2017) 1, S.17-31 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2015.1009071
Schlagwörter	Communication Strategies; Semi Structured Interviews; Qualitative Research; Audio Equipment; Teacher Attitudes; Schemata (Cognition); Second Language Learning; Second Language Instruction; Language Teachers; Experienced Teachers; Databases; Teaching Experience; Teacher Education; English (Second Language); Foreign Countries; Observation; Iran + Suchen Sie Ihr Suchwort? Kommunikationsstrategie; Qualitative Forschung; Audio-CD; Lehrerverhalten; Cognition; Schema; Kognition; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Datenbank; Lehrerausbildung; Lehrerbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Beobachtung
Abstract	Due to the fact that research in areas related to "teacher experience" is in short supply, the purpose of the present study is to fill the gap in L2 teacher education through comparing two groups of teachers, namely inexperienced vs. experienced, to see whether differences between them in the course of communication strategies (CSs) could be attributed to differences of their teaching experience. The database is drawn from audio-recordings of 15 lessons from five teachers totaling 27 hours of naturally occurring data. The audio-recordings were transcribed and analyzed quantitatively and qualitatively. A single semi-structured interview was also conducted with each teacher to gain access to their opinions. The findings indicated that inexperienced teachers followed relatively the same pattern of CS use in their talk. Meanwhile, experienced teachers used the least number of CSs. These patterns can be regarded as a sign of transformation in teacher cognition over time based on the reasons discussed in the paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01