Pre-Service teachers’ management of student-initiated word searches in an EFL classroom

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Classroom Discourse Pub Date : 2022-04-29 DOI:10.1080/19463014.2022.2061543
G. Balikçi, Gölge Seferoğlu
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Abstract

ABSTRACT Searching for unknown words is a common interactional practice of learners in EFL classrooms. Language teachers exploit learner-initiated word searches in several ways to promote learning opportunities. However, it can be more challenging for pre-service teachers during their teaching practicum, as it is their first contact with students in a real classroom. Therefore, it is worth analysing how pre-service teachers manage word searches in classroom interaction during their practicum. For this reason, we video-recorded 43 lessons of 16 pre-service EFL teachers doing their practicum at a high school in Turkey. We analysed student-initiated word searches and the orientations of the pre-service teachers to them. The results indicate that word searches are collaborative practices shaped by momentary the pedagogical focus, and the use of L1. Teachers attend to the word search by choosing the appropriate candidate word or providing reformulation for the negotiated words. When they do not attend to the word search, they may let it pass or prioritize fluency. Those two pathways will be discussed in relation to learning opportunities and teachers’ classroom interactional competence, and implications regarding EFL classrooms will be presented.
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职前教师对英语课堂学生主动词汇搜索的管理
搜索生词是学习者在英语课堂上常见的互动行为。语言教师通过多种方式利用学习者发起的单词搜索来促进学习机会。然而,对于职前教师来说,在教学实习期间可能更具挑战性,因为这是他们第一次在真正的课堂上与学生接触。因此,职前教师在实习过程中如何管理课堂互动中的词语搜索是值得分析的。为此,我们录制了16位职前英语教师在土耳其一所高中实习的43节课。我们分析了学生发起的单词搜索和职前教师对他们的取向。结果表明,词汇搜索是一种协作行为,受瞬时教学重点和母语使用的影响。教师通过选择合适的候选词或为谈判词提供重新表述来参与单词搜索。当他们不注意单词搜索时,他们可能会忽略它或优先考虑流畅性。这两种途径将与学习机会和教师课堂互动能力的关系进行讨论,并提出对英语课堂的影响。
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来源期刊
Classroom Discourse
Classroom Discourse EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
14.30%
发文量
28
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