Exploring the Role of a Teacher in a Literature-Based EFL Classroom through Communicative Language Teaching
0
조회
0
다운로드
7
인용
0
참고문헌
키워드
초록
This study investigated several roles enacted by an EFL teacher to guide or model English teachers of communicative language teaching (CLT). For this study, the author carried out research in which she integrated language and literature to promote students’ participation in a CLT classroom. The researcher also taught a class with the intention of changing her own teaching practice as a practitioner researcher. Data collection consisted of audio-recordings of classroom conversations and interviews, students’ writing in and outside of the classroom, a survey, the classroom teacher’s field notes, and other classroom documents. The analysis of data revealed that the teacher carried out several roles - provider, communicator, collaborator, and facilitator - which differed from traditional language classrooms. The findings would be beneficial to EFL teachers of communicative language classrooms.
Abstract
This study investigated several roles enacted by an EFL teacher to guide or model English teachers of communicative language teaching (CLT). For this study, the author carried out research in which she integrated language and literature to promote students’ participation in a CLT classroom. The researcher also taught a class with the intention of changing her own teaching practice as a practitioner researcher. Data collection consisted of audio-recordings of classroom conversations and interviews, students’ writing in and outside of the classroom, a survey, the classroom teacher’s field notes, and other classroom documents. The analysis of data revealed that the teacher carried out several roles - provider, communicator, collaborator, and facilitator - which differed from traditional language classrooms. The findings would be beneficial to EFL teachers of communicative language classrooms.
참고문헌 (23)
- "An introduction to the methods of action research" (1993)
- "An educators guide to qualitative practitioner research" (1994), Corwin Press
- "Challenges of teaching in Korean universities", pp.15~19 (1987)
- "The place of second language acquisition in language teacher preparation. Beyond methods: Components of second language teacher education" (1997), New York: McGraw-Hill
- "Collaborative story talk in a bilingual kindergarten Children and teachers respond to literature", pp.157~167 (1995), International Reading Assn.
- "The essentials of a communicative curriculum in language teaching", pp.89~112 (1980)
- "Research on teaching and teacher research The issues that divide", pp.2~11 (1990)
- "The communicative approach to foreign language teaching European Journal of Teacher Education", pp.145~154 (1984)
- "EFL educational policies and educational cultures: Influences on teachers approval of communicative activities", 34, pp.675~710 (2000)
- "Literacy development of second language children", pp.129~158 (1994), Cambridge University Press
- "Dialogue journal writing through a literature-based approach in an EFL setting", 58(4), pp.293~318 (2003)
- "Self-efficacy of Korean EFL writing instructors and its relationship with their feedback to students", 58(1), pp.81~111 (2003)
- "L2 literacy and the design of the self: A case study of a teenager writing on the internet", 34, pp.457~482 (2000)
- "Its always more difficult than you plan and imagine: Teachers perceived difficulties in introducing the communicative approach in South Korea", 32, pp.677~703 (1998)
- "Professional, personal, and political dimensions of action research", 22, pp.305~343 (1997)
- "Literature groups in action" (1990)
- "Conducting research on practice", 23(5), pp.5~10 (1994)
- "The transactional theory of the literary work" (1994), Southern Illinois University Press
- "An exploration of literature discussions conducted by two teachers moving toward literature-based reading instruction", 36, pp.33~50 (1996)
- "Mind in society The development of higher psychological presses" (1978), Harvard University Press
- "Teaching language as communication" (1978), Oxford University Press
- "Focus on form and meaning: Perspectives of developing teachers and action-based research", 33, pp.19~30 (2000)
- "Focus on form and meaning: Perspectives of developing teachers and action-based research", 33, pp.19~30 (2000)