Reactivation of Lapsed Languages in the Context of Modern Foreign Languages Teacher Education

Autor/in	Llewellyn-Williams, Jill
Titel	Reactivation of Lapsed Languages in the Context of Modern Foreign Languages Teacher Education
Quelle	In: Language Learning Journal, 42 (2014) 1, S.103-116 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2011.652656
Schlagwörter	Second Language Instruction; Second Language Learning; Case Studies; Mentors; Language Teachers; Action Research; Metalinguistics; Language Tests; Linguistic Input; Metacognition; Language Skills; Language Skill Attrition; Native Speakers; Foreign Countries; Graduate Study; Active Learning; Leisure Time; Receptive Language; Vocabulary Development; Expressive Language; Language Maintenance; Student Attitudes; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Projektforschung; Metalanguage; Metasprache; Language test; Sprachtest; Sprachbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Language skill; Sprachkompetenz; Sprachverfall; Muttersprachler; Ausland; Aufbaustudium; Graduiertenstudium; Hauptstudium; Aktives Lernen; Freizeit; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; Sprachpflege; Schülerverhalten
Abstract	This study examines the problems encountered by trainee language teachers who strive to maintain their language skills at their optimum level in the classroom. Many trainees will admit that their language skills need refreshing and a significant number of mentors agree with them. This article explores language attrition and strategies that can be employed to reactivate lapsed language skills. This three-year study comprised an extended case study followed by an action research project in which students were supported by a structured programme of language activities, language awareness sessions and contact with native speakers. Changes in levels of language skills were measured by language testing and an analysis of language logs provided additional data for the study. Findings revealed that students benefited from both exposure to language and structured input and that many activities could be accommodated alongside their teacher training. Furthermore, responses from students suggested that the work undertaken in the preparation and delivery of lessons could provide additional consolidation of language skills. The study was undertaken in the context of a Postgraduate Certificate of Education (PGCE) Modern Foreign Languages programme but the findings can contribute towards the metacognition and metalearning that are essential to all reflective practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10