Making Fluency Research Accessible to Second Language Teachers: The Impact of a Training Intervention

Autor/in	Tavakoli, Parvaneh
Titel	Making Fluency Research Accessible to Second Language Teachers: The Impact of a Training Intervention
Quelle	In: Language Teaching Research, 27 (2023) 2, S.368-393 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tavakoli, Parvaneh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820951213
Schlagwörter	Language Fluency; Language Research; Second Language Learning; Second Language Instruction; Language Teachers; Faculty Development; Intervention; Teacher Workshops; Teacher Attitudes; Self Efficacy; Teacher Student Relationship; Class Activities; Foreign Countries; Oral Language; Pedagogical Content Knowledge; Instructional Materials; Textbooks; Schemata (Cognition); Action Research; English (Second Language); Modern Languages; Elementary Secondary Education; Higher Education; Adult Education; Teacher Characteristics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Sprachforschung; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Pädagogische Kompetenz; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Textbook; Text book; Schulbuch; Lehrbuch; Cognition; Schema; Kognition; Projektforschung; English as second language; English; Second Language; Englisch als Zweitsprache; Gegenwartssprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung
Abstract	The study reported in this article was aimed at investigating whether making the findings of second language fluency research accessible to language teachers has an impact on their self-reported understanding of the concept of oral fluency, confidence in promoting it, and classroom practice in short and medium term. The data come from 106 initial and 32 delayed questionnaires, eliciting both qualitative and quantitative data, from second language teachers in England after attending a one-day research-informed and practice-oriented training workshop. The results indicate a positive impact of the intervention on teachers' understanding of fluency, confidence in helping their learners, and self-reported practice in short term, with the impact being reported 10-12 weeks after the intervention. The findings imply that adopting a narrow perspective to defining and conceptualizing fluency is linked with a more in-depth understanding of fluency and enhanced confidence and ability for using fluency-focused classroom activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01