Classroom-Language Use in Teacher-Led Instruction and Teachers' Self-Perceived Roles

Autor/in	Chavez, Monika
Titel	Classroom-Language Use in Teacher-Led Instruction and Teachers' Self-Perceived Roles
Quelle	In: International Review of Applied Linguistics in Language Teaching (IRAL), 44 (2006) 1, S.49-102 (54 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0019-042X
DOI	10.1515/IRAL.2006.003
Schlagwörter	Classroom Communication; Teaching Methods; Teacher Role; Second Language Instruction; Language Usage; Language Teachers; Teacher Surveys; German; College Curriculum; Teacher Student Relationship; Second Language Learning; Student Experience; Critical Viewing; Individual Differences; Portfolio Assessment; Teaching Experience; Language Research; Self Concept + Suchen Sie Ihr Suchwort? Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Fremdsprachenunterricht; Sprachgebrauch; Language teacher; Sprachunterricht; Deutscher; Teacher student relationships; Lehrer-Schüler-Beziehung; Zweitsprachenerwerb; Studienerfahrung; Fernsehkritik; Individueller Unterschied; Portfoliobeurteilung; Sprachforschung; Selbstkonzept
Abstract	Many learners, especially those in a foreign-language setting, draw on the classroom as their primary forum for using and experiencing the target language, still for the most part during teacher-led instruction. Nevertheless, communicative language teaching does not provide a decisive definition of "good language use." Teachers usually take an eclectic approach and, as a result, are likely to vary from each other in classroom-language use practices. This study uses quantitative and qualitative data gathered in a semester-long video project as well as supporting documentation, such as teacher interviews, students' final course grades, and end-of-course evaluations to describe (1) how three (two female, one male) experienced non-native-speaker teachers of German in an intermediate-level multi-section college course differ from each other in the amount of teacher/student talk; L1/L2 use; class pace; turn-taking; and the basic structure and focus of a class (2) how these differences correspond with the teachers' self-perceived roles; and (3) how students perceive their particular classroom experiences. (Author).
Anmerkungen	Walter de Gruyter. P.O. Box 960, Herndon, VA 20172-0960. Tel: 800-208-8144: Tel: 703-661-1589; Fax: 703-661-1501; e-mail: degruytermail@presswarehouse.com; Web site: http://www.degruyter.de/rs/384_392_ENU_h.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10