'Let's Move On': Second Language Trainee Teachers' Talk and Its Impact on Learner Interaction

Autor/in	Skinner, Barbara
Titel	'Let's Move On': Second Language Trainee Teachers' Talk and Its Impact on Learner Interaction
Quelle	In: Language Learning Journal, 49 (2021) 5, S.513-526 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skinner, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2019.1642371
Schlagwörter	Second Language Learning; Second Language Instruction; Language Teachers; Preservice Teachers; Teacher Education Programs; Masters Programs; Classroom Communication; Teacher Student Relationship; Recall (Psychology); Teaching Methods; Classroom Techniques; Sociocultural Patterns; Learning Theories; Discourse Analysis; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Magister course; Magisterstudiengang; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Abberufung; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Soziokulturelle Theorie; Learning theory; Lerntheorie; Diskursanalyse; Ausland; Großbritannien
Abstract	Second language trainee teachers need to use effective classroom language, or 'teacher talk', otherwise opportunities for second language learning can be reduced. However, trainees are often not aware of how their teacher talk influences opportunities for language development in the classroom. This study explores teacher talk data collected from lesson transcripts of teaching practice recordings and from stimulated recall interviews with nine trainee teachers who were studying on a Teaching English to Speakers of Other Languages Master's programme at a UK university. It encourages the trainees to look up-close at their teacher talk in order to raise their awareness of its impact on second language learning. The findings of this research show that trainee teachers use teacher talk features which close down learner interaction and that this may be due to their concern with getting through and moving on with the lesson rather than with supporting learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01