Improving teacher talk through a task-based approach.

Autor/inn/en	Moser, Jason; Harris, Justin; Carle, John
Titel	Improving teacher talk through a task-based approach.
Quelle	In: ELT journal, 66 (2012) 1, S. 81-88 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0013-8290; 0307-8337; 0951-0893; 1477-4526
DOI	10.1093/elt/ccr016
Schlagwörter	Fragebogen; Qualitative Forschung; Grundschule; Lehrer; Sprechübung; Fremdsprachenunterricht; Englischunterricht; Japan
Abstract	This article reports on a teacher-talk training course for Japanese primary school teachers, who are preparing to teach 'communicative English' for the first time. The article argues that teacher-talk training is important for communicative classes with young students because most of the input and interaction is by default teacher centred. In our course, through a task-based approach including the use of digital recorders for self-transcribing, teachers were able to practise providing rich comprehensible input as well as scaffolding in English through role-playing classroom tasks. The before and after performances of two teachers doing a listen-and-draw task is analysed to demonstrate the importance of training in teacher talk. In concluding the article, we review the participants' survey feedback for the course. Our hope is that the article provides a convincing argument for teacher-talk training as well as offering a model for similar courses. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2