Changes in orientations among pre-service EFL teachers’ correction practices: From teaching materials to underlying knowledge structures

Investor logo

Warning

This publication doesn't include Faculty of Sports Studies. It includes Faculty of Education. Official publication website can be found on muni.cz.
Authors

TŮMA František OBROVSKÁ Jana SVOJANOVSKÝ Petr

Year of publication 2023
Type Article in Periodical
Magazine / Source LINGUISTICS AND EDUCATION
MU Faculty or unit

Faculty of Education

Citation
Web https://doi.org/10.1016/j.linged.2023.101186
Doi http://dx.doi.org/10.1016/j.linged.2023.101186
Keywords Correction; Pre-service teachers; Clueing; Developmental study; Conversation analysis; Multimodality
Attached files
Description This article focuses on how the correction practices of pre-service teachers change over a one-year period. This multimodal, longitudinal conversation analytic study is based on recordings of 22 EFL (English as a foreign language) classes taught by two pre-service teachers in lower secondary schools during their initial and final school placements. Several changes in the correction practices were observed in the final school placements: the pre-service teachers (1) used teacher-initiated student self-correction more frequently, (2) displayed no verbal orientation and less visual orientation to the teaching material, and (3) engaged more in clueing and pointing at inscriptions on the board. These findings document a shift from a rather mechanistic orientation to the teaching materials during the initial school placement to an orientation to the underlying structures and knowledge, and thus student understanding, during their final school placements.
Related projects:

You are running an old browser version. We recommend updating your browser to its latest version.

More info