Student Teachers' Collaborative Construction of Grammar Awareness: The Case of a Highly Competent Learner

Autor/inn/en	Svalberg, Agneta M.-L.; Askham, Jim
Titel	Student Teachers' Collaborative Construction of Grammar Awareness: The Case of a Highly Competent Learner
Quelle	In: Language Awareness, 23 (2014) 1-2, S.122-136 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2013.863897
Schlagwörter	Grammar; Metalinguistics; Student Teacher Attitudes; Student Teachers; Masters Programs; Graduate Students; Beginning Teachers; Language Teachers; English (Second Language); Second Language Instruction; Second Language Learning; Diaries; Group Dynamics; Risk; Self Concept; Foreign Countries; Consciousness Raising; Knowledge Base for Teaching; Semi Structured Interviews; Workshops; Case Studies; United Kingdom (England) + Suchen Sie Ihr Suchwort? Grammatik; Metalanguage; Metasprache; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Junior teacher; Junglehrer; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Diary; Tagebuch; Gruppendynamik; Risiko; Selbstkonzept; Ausland; Bewusstseinsbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lernwerkstatt; Schulung; Case study; Fallstudie; Case Study
Abstract	The paper investigates how a student on a master's-level teacher education course for English language teachers goes about constructing her grammar knowledge. The learner is a novice teacher with English as a foreign language. Learner diary, interview, and group interaction data were analysed thematically, revealing that she made relatively few, usually brief, verbal contributions to the group work but was nonetheless a very active and competent participant. One of her main strategies was "listening to others". At the same time, important learning skills allowed her to identify, create, and make use of learning opportunities. She is contrasted with another learner who speaks considerably more and is a risk-taker. The central argument to emerge is that the learners are each enacting their individual identities. How learners approach the construction of knowledge is therefore unique to each learner; there are a number of ways of being a "competent learner". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10