Literaturnachweis - Detailanzeige
Autor/in | Skinner, Barbara |
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Titel | Effective Teacher Talk: A Threshold Concept in TESOL |
Quelle | In: ELT Journal, 71 (2017) 2, S.150-159 (10 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0951-0893 |
DOI | 10.1093/elt/ccw062 |
Schlagwörter | English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Student Relationship; Classroom Communication; Higher Education; Native Speakers; Student Teachers; Recall (Psychology); Interviews; Student Teacher Attitudes; Teaching Methods; Teacher Effectiveness; Teacher Education Curriculum English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Muttersprachler; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Abberufung; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg |
Abstract | English language teachers are expected to use their talk, "teacher talk," effectively; however, teacher education courses do not always clarify how student teachers can achieve this. This article advocates that understanding and using effective teacher talk is crucial for successful ELT and as such is a "threshold concept" in TESOL. "Threshold concept" is a term used in higher education to describe core concepts that, once understood, transform perception of a subject and help students progress in their discipline. In this study, nine native speaker and non-native speaker EFL student teachers explore their use of teacher talk by participating in stimulated recall interviews using recordings of teaching practice lessons as the stimuli. Findings show trainees understand effective teacher talk differently, with some trainees linking it to pedagogical purpose whilst others do not. This study is the first to examine threshold concepts in TESOL and shows it is a useful micro-perspective for developing the TESOL teacher education curricula. (As Provided). |
Anmerkungen | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |