Exploratory Talk and Task-Based Learning: A Case Study of a Student's Learning Journey on an MA (Education) English Language Teaching Course

Autor/inn/en	Coultas, Valerie; Booth, Paul
Titel	Exploratory Talk and Task-Based Learning: A Case Study of a Student's Learning Journey on an MA (Education) English Language Teaching Course
Quelle	In: Changing English: Studies in Culture and Education, 26 (2019) 1, S.30-47 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2018.1545109
Schlagwörter	Case Studies; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teaching Methods; Masters Programs; Teacher Education Programs; Task Analysis; Oral Language; Autobiographies; Diaries; Transfer of Training; Student Attitudes; Graduate Students; Assignments; College Faculty; Teacher Attitudes; Educational Technology; Foreign Countries; Prior Learning; Technology Integration; United Kingdom (England) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Magister course; Magisterstudiengang; Aufgabenanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Autobiography; Autobiografie; Autobiographie; Diary; Tagebuch; Training; Transfer; Ausbildung; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Assignment; Auftrag; Zuweisung; Fakultät; Lehrerverhalten; Unterrichtsmedien; Ausland; Vorkenntnisse
Abstract	This article records and evaluates a student's learning journey in two modules on an MA (Education) English Language Teaching (ELT) programme: an Oracy and ELT Pedagogy module and an Educational Technologies module. The notions of 'exploratory talk' and 'task-based learning' are explored using a single case study with material drawn from the student's autobiography and diary, the spoken and written assignments, and the student and lecturers' reflections on completion of the modules. We show, through the use of autobiography and critical reflection, what the student brings to the course and how this reflection allows him to use and transfer knowledge from one module to another. We analyse the ways in which the modules complement each other and how this influences the student's learning and teaching practice. We then identify the key features of his learning in relation to ELT pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01