Learner Observation of, and Reflection on, Spoken Discourse: An Approach for Teaching Academic Speaking

Baştürkmen, Helen

doi:10.1002/j.1949-3533.2002.tb00080.x

Cited by 10 publications

(1 citation statement)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Both form and meaning are context, participant and purpose dependent. Not only is the speaker required to cope with varied simultaneous processes, but he/she has also to process the information listened to on the spot often under external pressures and perform in real-time (Basturkmen, 2002), which is certainly the case with the classroom environment.…”

Section: Definition Of Speakingmentioning

confidence: 99%

Teacher cognition of grade 8 teachers on teaching speaking in English as a foreign language in The Faroe Islands and its impact on teachers’ pedagogical praxis: seven case studies

Vijayavarathan-R¹

View full text Add to dashboard Cite

Teaching is influenced by myriad factors and a significant player in this context is the teacher and his/her cognition. Teacher cognition is 'the unobservable cognitive dimension of teaching -what teachers know, believe, and think' (Borg, 2003). In recent decades, much research has been conducted on English as a foreign language teaching and teacher cognition, which continues to highlight the crucial significance of the role of teacher cognition in teaching.Research in teacher cognition covers various aspects of teaching language and language skills, with grammar enjoying predominance, while language skills, particularly speaking and listening, play second fiddle. Teaching speaking in English as a foreign language is important as foreign language learners desire to learn to speak the language and use it actively to communicate with peers and others.The purpose of my qualitative case study is to: glean teacher cognition about teaching speaking in English as a foreign language teaching of seven grade 8 teachers in The Faroe Islands; ascertain the impact of teacher cognition on their teaching speaking praxis; and attempt to identify the reflection of the 'state of the art' in teaching speaking in English as a foreign language. The case study attempts to identify themes and categorise teacher behaviour and events rather than testing theory or hypotheses. It is a collective parallel case study, where seven cases are viewed concurrently. This case study attempts to add to the significant and under-researched field of teacher cognition on teaching speaking.Semi-structured interviews, questionnaires, observations and document analysis were used to elicit data to fulfil research aims. The results show that teacher cognition of grade 8 teachers does impact teaching speaking and congruence between the two appears to be the norm, with lesser representation of incongruence.The congruence between teacher cognition and teaching speaking is a result of two factors: firstly, the strong influence of 'apprenticeship of observation' i.e. the influence of teachers' personal experiences as students from years of school, university and teacher education, which influences the way they teach and think about teaching. Secondly, teacher interpretation of teaching speaking as facilitating student spoken performance in the classroom, i.e. 'doing speaking' instead of teaching speaking i.e. using specific strategies to teach students to speak. My unreserved and heartfelt gratitude to my supervisor from The University of Aarhus, Associate Professor Susana Silvia Fernández for her solid, perceptive, generous and constructive expert guidance and genuine support in facilitating me through this rich and complex journey. My thanks to her for the personal care she took to ensure that I felt at home in AU. My warm gratitude to my co-supervisor, Professor Birgit Henriksen from The University of Copenhagen for her valuable, incisive and useful feedback and for motivating me to maintain the pace. My sincere thanks to Vice-chancellor, Sigurð í Jákupsstovu...

show abstract

Section: Definition Of Speakingmentioning

confidence: 99%

Teacher cognition of grade 8 teachers on teaching speaking in English as a foreign language in The Faroe Islands and its impact on teachers’ pedagogical praxis: seven case studies

Vijayavarathan-R¹

View full text Add to dashboard Cite

show abstract

Making the Implicit Explicit: Raising Pragmatic Awareness in Trainee Interpreters Using Semiauthentic Spontaneous Discourse Samples

Sachtleben

Denny

2012

TESOL Journal

View full text Add to dashboard Cite

Following the recent interest in the teaching of pragmatics and the recognition of its importance for both cross‐cultural communication and new speakers of an additional language, the authors carried out an action research project to evaluate the effectiveness of a new approach to the teaching of pragmatics. This involved the use of semiauthentic discourse samples of New Zealand English to raise the pragmatic awareness of trainee interpreters in an undergraduate course taught by the first author. The researchers analysed qualitative data from learner blogs, written during instruction as part of the course requirements, for evidence that the learners noticed paralinguistic features used for pragmatic effect in conversations they overheard or took part in outside the classroom. The class teacher also kept a reflective journal recording her observations on learner progress and the usefulness of the materials. The researchers found there was a growth in the number of learners noticing pragmatic features during tuition, suggesting that the semiauthentic samples were effective as learning tools. Use of these samples also facilitated the noticing and discussion of cross‐cultural differences and enabled more learner‐centered methodology to be used.

show abstract

‘You’ and ‘I’ in university seminars and spoken learner discourse

O'Boyle

2014

Journal of English for Academic Purposes

View full text Add to dashboard Cite

Learner Observation of, and Reflection on, Spoken Discourse: An Approach for Teaching Academic Speaking

Cited by 10 publications

References 6 publications

Teacher cognition of grade 8 teachers on teaching speaking in English as a foreign language in The Faroe Islands and its impact on teachers’ pedagogical praxis: seven case studies

Teacher cognition of grade 8 teachers on teaching speaking in English as a foreign language in The Faroe Islands and its impact on teachers’ pedagogical praxis: seven case studies

Making the Implicit Explicit: Raising Pragmatic Awareness in Trainee Interpreters Using Semiauthentic Spontaneous Discourse Samples

‘You’ and ‘I’ in university seminars and spoken learner discourse

Contact Info

Product

Resources

About