Language Teacher Noticing in Tasks

Erscheinungsjahr 2021
ISBN: 978-1-80041-122-7
Verlag: Multilingual Matters

Buch, Englisch, 175 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 298 g

This book provides an accessible, evidence-based account of how teacher noticing, the process of attending to, interpreting and acting on events which occur during engagement with learners, can be examined in contexts of language teacher education and highlights the importance of reflective practice for professional development. Central to the work is an innovative mixed-methods study of task-based interaction which was undertaken with pre-service English language teachers in Japan. Through close analyses of task interaction coupled with recall data, it illustrates the ways in which pre-service teachers noticed their student partners’ use of embodied and linguistic resources. This focus on what teachers attend to, how they interpret it, and their subsequent decisions has multiple implications for language learning and teacher development. It demonstrates the value of teacher noticing for developing rapport, supporting pupils’ language acquisition, enhancing participation, fostering reflection and guiding observation, a central feature of language teachers’ career advancement.

Autoren/Hrsg.

Jackson, Daniel O.

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Psychologie Allgemeine Psychologie Differentielle Psychologie, Persönlichkeitspsychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Tables and Figures

Acknowledgements

Abbreviations Used in the Book

Part 1: Situating Noticing among Teachers

1. Introduction and Overview

2. Noticing: An Integrative Perspective

3. Language Teacher Noticing

Part 2: A Study of Pre-Service Teachers

4. Contextualizing the Study

5. Researching Teacher Noticing

6. Influences on Teacher Noticing

7. Noticing of Embodied Resources

8. Noticing of Verbal Resources

9. Noticing and Pre-Service Teachers

Part 3: Conclusion

10. Future Directions

Appendices

References

Index

Über Autor(innen)

Jackson, Daniel O.
Daniel O. Jackson is Associate Professor in the Department of English at Kanda University of International Studies, Japan. His research interests include language teacher noticing and task-based language teaching and he is the co-editor (with Gisela Granena and Yucel Yilmaz) of Cognitive Individual Differences in Second Language Processing and Acquisition (John Benjamins, 2016).