Social Interaction in Language Teacher Education: A Corpus and Discourse Perspective - Farr, Fiona; Farrell, Angela; Riordan, Elaine
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  • Gebundenes Buch

Combining corpus linguistics and discourse analysis, this book draws on a range of spoken and written data collected from a variety of contexts. With coverage of both theory and practice, this book is a key resource for educators and postgraduate students.

Produktbeschreibung
Combining corpus linguistics and discourse analysis, this book draws on a range of spoken and written data collected from a variety of contexts. With coverage of both theory and practice, this book is a key resource for educators and postgraduate students.
  • Produktdetails
  • Studies in Social Interaction
  • Verlag: EDINBURGH UNIV PR
  • Seitenzahl: 200
  • Erscheinungstermin: 20. Oktober 2019
  • Englisch
  • Abmessung: 234mm x 157mm x 18mm
  • Gewicht: 454g
  • ISBN-13: 9781474412629
  • ISBN-10: 1474412629
  • Artikelnr.: 43493124
Inhaltsangabe
Chapter 1 - Introducing the Contexts
1.1 Introduction
1.2 Institutional Discourse
1.3 Classroom Discourse
1.4 On-line Academic Discourse
1.5 Language Teacher Education Discourse
1.6 Outline of the Book
Chapter 2 - Language Teacher Education (LTE) and Analysing Social Interaction
2.1 Introduction
2.2 LTE and its Development over Time
2.2.1 Theoretical Influences: the why and how of LTE?; 2.2.2 Sociocultural Theory and Education; 2.2.3 Freeman's Design Theory for Second Language Teachers
2.3 Curriculum and Content: the what of LTE
2.4 Participants: the who of LTE
2.4.1 Teacher Educators/Mentors; 2.4.2 The Student/Novice Teacher and Teacher Cognition
2.5 Tasks
Chapter 3 - Reflective Practice (RP) in Language Teacher Education (LTE)
3.1 Introduction
3.2 RP in LTE
3.2.1 RP: Concept and Principles; 3.2.2 RP: Approaches and Models; 3.2.3 RP: The Benefits; 3.2.4 RP: Collaborative Approaches and Modes
3.3 Communities of Practice
3.3.1 Concept and Principles; 3.3.1 The Benefits of RP in CoPs; 3.3.2 Multimodal RP in CoPs
3.4 Tasks
Chapter 4 - A Data-Led Approach to Exploring Social Interactions in an English Language Teacher Education (ELTE) Community
4.1 Introduction
4.2 Research Approach
4.3 Research Aims
4.4 Teacher Education Corpus (TEC)
4.5 TEC Modes and Data Collection Methods
4.5.1 Mode 1: Face-to-Face Teaching Practice Feedback Interactions; 4.5.2 Mode 2: Face-to-Face Lecturer Guided Group Discussions; 4.5.3 Mode 3: Face-to-Face Peer Tutor Guided Group Discussions; 4.5.4 Mode 4: On-Line Portfolios; 4.5.5 Mode 5: On-Line Blogs; 4.5.6 Mode 6: On-Line Chat; 4.5.7 Mode 7: On-Line Discussion Fora
4.6 Student Teacher Participation
4.7 Identifying Main Analytical Themes
4.8 Summary
Chapter 5 - Socialisation into the English Language Teacher Education (ELTE) Community of Practice
5.1 Introduction
5.2 Shared Repertoire
5.2.1 Metalanguage; 5.2.2 Topic
5.3 Metalanguage in TEC
5.3.1 Distribution of Metalanguage in TEC; 5.3.3 Distribution of Metalanguage in Face-to-Face Modes in TEC; 5.3.4 Distribution of Metalanguage in On-line Modes in TEC
5.4 Discussion: Metalanguage
5.5 Topic in TEC
5.6 Discussion: Topic
5.7 Summary
5.8 Tasks
Chapter 6 - Language Teacher Identity
6.1 Introduction
6.2 What is language teacher identity?
6.3 Competences of Language Teacher Identity
6.4 Researching Language Teacher Identity
6.5 Pronoun Usage in the TEC Corpus
6.6 Pronoun Usage among Novice and Experienced Student Teachers
6.6.1 I; 6.6.2 I am; 6.6.3 We; 6.6.4 We are
6.7 Pronoun Usage in Face to Face and On-line Modes: I and We
6.8 Pronoun Usage in Individual and Scaffolded Modes: I and We
6.9 Summary
6.10 Tasks
Chapter 7 - Developing and Reflecting Teachers
7.1 Introduction
7.2 The Language of Reflection
7.2.1 Overall; 7.2.2 Personal; 7.2.3 Reflective
7.3 The Language of Reflection among Novice and Experienced Student Teachers
7.3.1 Know
7.4 The Language of Reflection in Face-to-face and On-line Reflections
7.4.1 Feel
7.5 The Language of Reflection in Individual and Scaffolded Modes
7.5.1 Think
7.6 Summary
7.7 Tasks
Chapter 8 - Conclusions
8.1 Introduction
8.2 Key Findings
8.2.1 Metalanguage and Topic; 8.2.2 Language Teacher Identity; 8.3.3 Reflective Practice
8.3 Implications
References