Talking the Talk of the TESOL Classroom

Autor/in	Walsh, Steve
Titel	Talking the Talk of the TESOL Classroom
Quelle	In: ELT Journal, 60 (2006) 2, S.133-141 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
Schlagwörter	Classroom Communication; English (Second Language); Feedback; Interviews; Reflective Teaching; Dialogs (Language); Second Language Instruction; Teacher Effectiveness; English Teachers; Data Interpretation; Computer Mediated Communication; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Klassengespräch; English as second language; English; Second Language; Englisch als Zweitsprache; Interviewing; Interviewtechnik; Dialog; Dialogs; Dialogue; Dialogues; Fremdsprachenunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Data evaluation; Datenauswertung; Computerkonferenz; Lehramtsstudiengang; Lehrerausbildung
Abstract	This paper considers ways in which a detailed understanding of classroom discourse can be achieved through the use of reflective practices and professional dialogue. For the teacher, understanding classroom communication, being able to "shape" learner contributions and making strategic decisions in the moment-by-moment unfolding of a lesson are regarded as being crucial to developing SLA in the formal, L2 classroom context. The study reported here makes extensive use of a research instrument and a metalanguage designed to enable teachers make "good" interactive decisions online by using samples of their own data. The collaborative process of interpreting data and "meaning-making" in a reflective feedback interview provides teachers with a means to uncover the interactive details of their classes and make conscious changes to classroom actions. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10