Developing Interactional Awareness in the Second Language Classroom Through Teacher Self-evaluation  

Oleh:

Walsh, Steve

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Awareness (Full Text) vol. 12 no. 2 (2003), page 124-142.
Topik: Teacher talk; Classroom interaction; Reflective practices
Fulltext: 12.2.124-142.pdf (249.72KB)

Isi artikel

This paper proposes a process model of reflective practice for second language teachers, designed to facilitate a closer understanding of language use and interactive decision- making. The L2 classroom is portrayed as a dynamic and complex series of inter-related contexts, in which interaction is central to teaching and learning. An understanding of the interactional organisation of the L2 classroomis achieved through the use of SETT (Self-Evaluation of Teacher Talk) procedures, supported by reflection and dialogue.Naturalistic researchmethods areusedto gain insights into the emerging understanding and interactional competence of a small group of university EFL teachers. These methods are derived, in the first instance, from an institutional discourse conversational analysis methodology; secondly, from action research; thirdly from a sociocultural researchperspective. Through a process of guided self-discoveryinvolving dialogue and inquiry teachers are given an opportunity to see their classroom worlds differently, by studying the relationship between institutional goals, as teaching objectives, and the language used to realise those goals. In short, this process of consciousness-raising is designed to redirect teachers’ attention away from materialsor methodology-based decisions towards decisions based on interactional choice.

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