'Write It down and Then What?': Promoting Pre-Service Teachers' Language Awareness, Metacognitive Development and Pedagogical Skills through Reflections on Vocabulary Acquisition and Teaching

Autor/in	Dubiner, Deborah
Titel	'Write It down and Then What?': Promoting Pre-Service Teachers' Language Awareness, Metacognitive Development and Pedagogical Skills through Reflections on Vocabulary Acquisition and Teaching
Quelle	In: Language Awareness, 27 (2018) 4, S.277-294 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dubiner, Deborah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2018.1521815
Schlagwörter	Preservice Teachers; Metalinguistics; Vocabulary Development; Learning Processes; Language Teachers; Teacher Education; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Knowledge Base for Teaching; Teacher Education Programs; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Wortschatzarbeit; Learning process; Lernprozess; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland
Abstract	This is the second of two articles based on a study of the contribution of vocabulary notebooks to the development of second language vocabulary, language awareness, metacognitive skills and pedagogical skills of non-native English-speaking pre-service teachers. In this article, the impact of reflections on non-native pre-service teachers' language awareness and knowledge of foreign language pedagogy is explored. The data collection included examination of each participant's vocabulary notebook reflections, individual questionnaires and in-depth interviews. Findings show that reflective learning is conducive to non-native pre-service teachers' pedagogical and metacognitive development. Reflections also enhanced participants' understanding of vocabulary acquisition processes. This investigation adds to the body of research on the use reflective learning for language awareness, vocabulary acquisition and language teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01