Literaturnachweis - Detailanzeige
| Autor/inn/en | van den Broek, Ellen W. R.; Oolbekkink-Marchand, Helma W.; van Kemenade, Ans M. C.; Meijer, Paulien C.; Unsworth, Sharon |
|---|---|
| Titel | Stimulating Language Awareness in the Foreign Language Classroom: Exploring EFL Teaching Practices |
| Quelle | In: Language Learning Journal, 50 (2022) 1, S.59-73 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (van den Broek, Ellen W. R.) ORCID (Oolbekkink-Marchand, Helma W.) ORCID (van Kemenade, Ans M. C.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0957-1736 |
| DOI | 10.1080/09571736.2019.1688857 |
| Schlagwörter | Metalinguistics; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Teacher Attitudes; Language Attitudes; Secondary School Students; Authentic Learning; Interaction; Foreign Countries; Netherlands |
| Abstract | This study reports on EFL teachers' self-reported teaching practices aimed at stimulating students' language awareness. It investigates whether, and to what extent, awareness-raising practices are currently implemented in EFL secondary education in the Netherlands, how these practices can be characterised, and how awareness-raising practices can be developed and further integrated into foreign language education. In a semi-structured interview, 10 teachers were asked to provide examples which they believed stimulated students' awareness of language. A total of 41 teaching practices were collected. Analysis of teaching practices revealed that approximately half of all self-reported practices could be characterised as awareness-raising. These practices often integrated multiple topics, included authentic contexts, back-and-forth interaction and provided students with the opportunity to reflect on their own and other students' language difficulties. At the same time, numerous practices which were reported as awareness-raising could not yet be characterised as such, indicating that teachers' notion of what constitutes an awareness-raising practice may be incomplete. Nevertheless, these practices provide interesting leads for awareness-raising opportunities. In sum, the analysis of practices presents a valuable opportunity for teachers to discuss their notion of awareness-raising practices. In addition, such an analysis could support teachers in adjusting their own teaching practices. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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