Improving Teacher Talk through a Task-Based Approach

Autor/inn/en	Moser, Jason; Harris, Justin; Carle, John
Titel	Improving Teacher Talk through a Task-Based Approach
Quelle	In: ELT Journal, 66 (2012) 1, S.81-88 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccr016
Schlagwörter	Stellungnahme; Feedback (Response); Language Teachers; Second Language Instruction; Foreign Countries; Elementary School Teachers; English (Second Language); Second Language Learning; Communicative Competence (Languages); Teaching Methods; Teacher Education; Teacher Student Relationship; Linguistic Input; Task Analysis; Scaffolding (Teaching Technique); Role Playing; Surveys; Course Evaluation; Course Descriptions; Japan + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Fremdsprachenunterricht; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachbildung; Aufgabenanalyse; Rollenspiel; Survey; Umfrage; Befragung; Kursstrukturplan
Abstract	This article reports on a teacher-talk training course for Japanese primary school teachers, who are preparing to teach "communicative English" for the first time. The article argues that teacher-talk training is important for communicative classes with young students because most of the input and interaction is by default teacher centred. In our course, through a task-based approach including the use of digital recorders for self-transcribing, teachers were able to practise providing rich comprehensible input as well as scaffolding in English through role-playing classroom tasks. The before and after performances of two teachers doing a listen-and-draw task is analysed to demonstrate the importance of training in teacher talk. In concluding the article, we review the participants' survey feedback for the course. Our hope is that the article provides a convincing argument for teacher-talk training as well as offering a model for similar courses. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10