Does Reading the Research Make a Difference? A Case Study of Teacher Growth in FL German

Autor/inn/en	Rankin, Jamie; Becker, Florian
Titel	Does Reading the Research Make a Difference? A Case Study of Teacher Growth in FL German
Quelle	In: Modern Language Journal, 90 (2006) 3, S.353-372 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/j.1540-4781.2006.00429.x
Schlagwörter	Case Studies; Teacher Improvement; Second Language Learning; Native Speakers; German; Language Teachers; Second Language Instruction; Feedback; Action Research; Teaching Methods + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Muttersprachler; Deutscher; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Although the research literature on Second Language Acquisition (SLA) has increased exponentially over the last few decades, it is not at all clear how its findings may or may not contribute to teacher growth or otherwise influence actual classroom praxis. The case study presented here shows one instructor, a native speaker of German, translating theory into practice in a beginning German as a foreign language college classroom. The theory employed in this case concerns corrective feedback in oral production, and the format follows an action research model. We note the instructor's initial treatment of spoken classroom errors, then his reaction to research articles on oral corrective feedback encountered in a pedagogy seminar, and finally how he implements those ideas in an action plan of his own design, for his subsequent teaching. Throughout the process, we find a series of cultural and conceptual filters at work that influence the reading of the research, the selection of ideas for the action research plan, and the way those ideas appear and mutate in actual classroom use. The study suggests (a) that the act of reflection itself, in tandem with the results and suggestions of the literature, produces change; and (b) that an emic view of classroom actions and reactions, where the instructor interprets his behaviors in light of a theoretical framework, is a critical component of classroom analysis. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10