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This book explores the use of online and face-to-face interactions
in language teacher education (LTE) by assessing the formation and
practices of a community of practice (CoP), and evaluating the
roles discussions between student teachers and a peer tutor can
play in terms of identity formation, articulating narratives,
reflective practices, and maintaining affective relationships. The
specific context within which this is embedded is a Teaching
English to Speakers of Other Languages (TESOL) programme, often
known as English Language Teaching (ELT), at a third-level Irish
institution. The data drawn on come from student teachers on a
master's (MA) programme who interacted with a peer tutor (the
researcher) via a number of modes (face-to-face and online). The
approach to data analysis is a corpus-based discourse analytical
one, which examines the linguistic features of student teacher and
peer tutor talk; the features of CoP practices in the discourse;
and how different modes of communication shape the nature of this
discourse. Perceptive data from the student teachers is used to
outline their reactions to the modes of communication and the
activities they participated in.
This book explores the use of online and face-to-face interactions
in language teacher education (LTE) by assessing the formation and
practices of a community of practice (CoP), and evaluating the
roles discussions between student teachers and a peer tutor can
play in terms of identity formation, articulating narratives,
reflective practices, and maintaining affective relationships. The
specific context within which this is embedded is a Teaching
English to Speakers of Other Languages (TESOL) programme, often
known as English Language Teaching (ELT), at a third-level Irish
institution. The data drawn on come from student teachers on a
master's (MA) programme who interacted with a peer tutor (the
researcher) via a number of modes (face-to-face and online). The
approach to data analysis is a corpus-based discourse analytical
one, which examines the linguistic features of student teacher and
peer tutor talk; the features of CoP practices in the discourse;
and how different modes of communication shape the nature of this
discourse. Perceptive data from the student teachers is used to
outline their reactions to the modes of communication and the
activities they participated in.
Combining corpus linguistics and discourse analysis, this book
draws on a range of spoken and written data collected from a
variety of contexts. It explores interaction in pre- and in-service
education programs and analyses the spoken and written interactions
of teachers with varying levels of experience who are adopting a
range of modes of interaction. Both face-to-face and online modes
of computer-mediated communication are explored. In doing so the
book provides examples of how data can be approached and used to
uncover social-interactional themes and issues, in relation to
language teacher education and as a micro-context of social
interaction in general. With coverage of both theory and practice,
this book is a key resource for educators and postgraduate students
in areas such as second language teacher education, TESOL,
cross-cultural communication, sociology, philology, as well as
discourse analysts.
Combining corpus linguistics and discourse analysis, this book
draws on a range of spoken and written data collected from a
variety of contexts. It explores interaction in pre- and in-service
education programs and analyses the spoken and written interactions
of teachers with varying levels of experience who are adopting a
range of modes of interaction. Both face-to-face and online modes
of computer-mediated communication are explored. In doing so the
book provides examples of how data can be approached and used to
uncover social-interactional themes and issues, in relation to
language teacher education and as a micro-context of social
interaction in general. With coverage of both theory and practice,
this book is a key resource for educators and postgraduate students
in areas such as second language teacher education, TESOL,
cross-cultural communication, sociology, philology, as well as
discourse analysts.
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