Developing Teacher Awareness of Language Use and Language Knowledge in English Classrooms: Four Longitudinal Cases.

Autor/in	Ming Har Wong, Ruth
Titel	Developing Teacher Awareness of Language Use and Language Knowledge in English Classrooms: Four Longitudinal Cases.
Quelle	In: Electronic journal of foreign language teaching, 8 (2011) 1, S. 19-38 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Abbildungen 3; Tabellen 2
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Langzeituntersuchung; Sprachbewusstsein; Sprachgebrauch; Fremdsprachenunterricht; Englischunterricht; Hongkong
Abstract	This paper presents a two-year longitudinal study of a collaboration between four researcher-and-teacher pairs. The ultimate goal is to raise the quality of English language teaching in Hong Kong by first improving teacher understanding of language knowledge and language use and, then second, guiding teachers on how to adjust their English lesson planning accordingly. Methods used to evaluate the four teachers' growth in understanding included comprehensive interviews at the beginning and end of the study, and stimulated recall interviews immediately following the teaching of the lesson. Findings indicate that teaching behaviours improved as a result of the collaboration. Areas of change included a deeper understanding of the concepts of language knowledge and language use, a better balancing of language knowledge and use in lessons, a greater use of inductive teaching methodology, and a differentiated use of error correction according to the focus of the lesson - whether on language knowledge or language use. Factors contributing to change included the focus in discussions on pedagogical and content knowledge, as well as the collaborative, immediate and long-term reflective nature of intervention. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2