Stances in Student-Teachers' Spoken Reflection: An Exploratory Linguistic Study to Enhance a Reflection Inventory

Autor/inn/en	Munalim, Leonardo O.; Gonong, Gina O.
Titel	Stances in Student-Teachers' Spoken Reflection: An Exploratory Linguistic Study to Enhance a Reflection Inventory
Quelle	In: Iranian Journal of Language Teaching Research, 7 (2019) 1, S.119-139 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Reflective Teaching; Teaching Methods; Speech Communication; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Education Programs; Student Teachers; Student Teacher Attitudes; Learning Processes; Negative Attitudes; Mentors; Criticism; Foreign Countries; Tagalog; Code Switching (Language); Discourse Analysis; Philippines (Manila) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Learning process; Lernprozess; Negative Fixierung; Kritik; Ausland; Diskursanalyse
Abstract	Reflective Teaching as a relatively new approach toward teaching and education can be traced back to Dewey's (1933) assertion of reflective action. To date, methodologies remain almost recursive. Arguably, the modality of written genres may tempt the teachers to produce cursory reflective writings. This exploratory paper presents the sorts of linguistic stance resources such as boosters, hedges and attitude markers culled from one-hour case of spoken, peer reflection with three English practice teachers. Themes were analysed from these linguistic stance resources. Overall, the student-teachers' reflection is enthused with a seesaw between force and conviction; mitigation, apprehensions, and misgivings of teaching-learning practices. Arguably, this pendulum results in the unstable positive and negative affective attitude about the teaching-learning process. Based on the themes, indicators for reflective practices were added to the reflective inventory designed by Akbari, Behzadpoor, and Dadvand (2010). Limitations, linguistic research trajectories and implications for mentoring are offered accordingly. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01