‘There are two gaps, so’: teaching materials as resources for correction in pre-service teachers’ EFL classes
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F21%3A00119190" target="_blank" >RIV/00216224:14410/21:00119190 - isvavai.cz</a>
Výsledek na webu
<a href="https://doi.org/10.1080/19463014.2020.1856697" target="_blank" >https://doi.org/10.1080/19463014.2020.1856697</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/19463014.2020.1856697" target="_blank" >10.1080/19463014.2020.1856697</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
‘There are two gaps, so’: teaching materials as resources for correction in pre-service teachers’ EFL classes
Popis výsledku v původním jazyce
This study investigates how pre-service teachers of English as a foreign language do correction during their initial teaching practice at lower-secondary schools. The study employs multimodal conversation analysis on a dataset of 16 lessons taught by three pre-service teachers in Czechia. The analysis focuses specifically on how the teachers orient to the task format when doing correction in answer-check sequences. It demonstrates how the teachers employ talk, gesture and gaze to make the task format (such as fill-in-the-blanks, matching) relevant and thereby use the materials as points of reference as well as resources for structuring classroom discourse. This use of materials contributes to the completion of the correction sequences. It is concluded that (over-)reliance on teaching materials and limited flexibility, which can be observed in not accepting alternative answers produced by learners, seem to be manifestations of some of the traits of pre-service teachers’ performance.
Název v anglickém jazyce
‘There are two gaps, so’: teaching materials as resources for correction in pre-service teachers’ EFL classes
Popis výsledku anglicky
This study investigates how pre-service teachers of English as a foreign language do correction during their initial teaching practice at lower-secondary schools. The study employs multimodal conversation analysis on a dataset of 16 lessons taught by three pre-service teachers in Czechia. The analysis focuses specifically on how the teachers orient to the task format when doing correction in answer-check sequences. It demonstrates how the teachers employ talk, gesture and gaze to make the task format (such as fill-in-the-blanks, matching) relevant and thereby use the materials as points of reference as well as resources for structuring classroom discourse. This use of materials contributes to the completion of the correction sequences. It is concluded that (over-)reliance on teaching materials and limited flexibility, which can be observed in not accepting alternative answers produced by learners, seem to be manifestations of some of the traits of pre-service teachers’ performance.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
<a href="/cs/project/GA19-06763S" target="_blank" >GA19-06763S: Etnografie diverzity v pregraduální přípravě učitelů</a><br>
Návaznosti
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Ostatní
Rok uplatnění
2021
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Classroom Discourse
ISSN
1946-3014
e-ISSN
1946-3022
Svazek periodika
12
Číslo periodika v rámci svazku
1-2
Stát vydavatele periodika
GB - Spojené království Velké Británie a Severního Irska
Počet stran výsledku
20
Strana od-do
15-34
Kód UT WoS článku
000691073400002
EID výsledku v databázi Scopus
2-s2.0-85113899149