Muutke küpsiste eelistusi

E-raamat: Classroom Discourse and Teacher Development

4.12/5 (8 hinnangut Goodreads-ist)
(Newcastle University)
Teised raamatud teemal:
  • Formaat - EPUB+DRM
  • Hind: 34,57 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Lisa ostukorvi
  • Lisa soovinimekirja
  • See e-raamat on mõeldud ainult isiklikuks kasutamiseks. E-raamatuid ei saa tagastada.
Classroom Discourse and Teacher DevelopmentSuurem pilt
Teised raamatud teemal:

DRM piirangud

  • Kopeerimine (copy/paste):

    ei ole lubatud

  • Printimine:

    ei ole lubatud

  • Kasutamine:

    Digitaalõiguste kaitse (DRM)
    Kirjastus on väljastanud selle e-raamatu krüpteeritud kujul, mis tähendab, et selle lugemiseks peate installeerima spetsiaalse tarkvara. Samuti peate looma endale  Adobe ID Rohkem infot siin. E-raamatut saab lugeda 1 kasutaja ning alla laadida kuni 6'de seadmesse (kõik autoriseeritud sama Adobe ID-ga).

    Vajalik tarkvara
    Mobiilsetes seadmetes (telefon või tahvelarvuti) lugemiseks peate installeerima selle tasuta rakenduse: PocketBook Reader (iOS / Android)

    PC või Mac seadmes lugemiseks peate installima Adobe Digital Editionsi (Seeon tasuta rakendus spetsiaalselt e-raamatute lugemiseks. Seda ei tohi segamini ajada Adober Reader'iga, mis tõenäoliselt on juba teie arvutisse installeeritud )

    Seda e-raamatut ei saa lugeda Amazon Kindle's. 

Highlights the importance of classroom discourse to any second language teacher education programmeReflective practice is central to teacher education and development, yet is something that many teachers struggle with. Can reflective practice be refocused by asking teachers to place classroom interaction and discourse at the centre of their reflections In this accessible textbook, Steve Walsh explains why it is essential to put an understanding of classroom discourse at the centre of any second language teacher education programme, whether it is a formal programme under the guidance of a teacher educator or a more informal, self-directed programme of teacher development. He argues that in order to improve their professional practice, language teachers need to gain a detailed, up-close understanding of their local context by focusing on the complex relationship between teacher language, classroom interaction and learning. In order to do this he revisits and reconceptualises the notion of reflective practice by giving teachers appropriate tools which allow them to reflect on and improve their professional practice. This thought-provoking book not only stimulates debate on classroom discourse and reflective practice, but also contains practical exercises and advice which will be invaluable to both new and experienced language teachers as well as to researchers in applied linguistics.Task commentaries, a glossary of technical terms and an annotated list of further reading are also included.

Arvustused

An expert, in-depth, thought-provoking and innovative discussion of the centrality of classroom disource in second language classes. Taking into account the theoretical and technological advances in discource analysis, it also proposes concrete ways to better integrate CIC as a core component of teach training programmes. A must read for future and in-service language teachers, teacher trainers and researchers in applied linguistics. -- Fanny Meunier, Universite Catholique de Louvain * English Text Constructions * This textbook is a valuable contribution to the field of language teaching and learning and teacher education. Unlike most texts in this field, which are generally verbose and not explicit in focus, this text has a tight focus on introducing new approaches to reflective practice in language teacher education... This is a thought-provoking textbook that will hopefully invite further research. It is recommended for language teachers, teacher educators, researchers, linguists, and anyone interested in the field of language teaching. -- Deborah Vinci-Minogue, Dominican University * Linguist List *

Series Editors' Preface vii
List of Abbreviations ix
1 Introduction
1.1 Teachers as researchers
1(5)
1.2 L2 teacher education and sociocultural theory
6(4)
1.3 Teacher development and classroom discourse
10(9)
1.4 Challenges for teachers and learners
19(2)
1.5 Overview of the book
21(2)
2 Classroom discourse: an overview 23(23)
2.1 Discourse and discourse analysis
23(5)
2.2 Features of classroom discourse
28(13)
2.3 The IRF exchange structure
41(3)
2.4 Summary
44(2)
3 Classroom interactional competence 46(23)
3.1 Interactional competence
46(5)
3.2 Classroom interactional competence
51(12)
3.3 CIC and teacher development
63(5)
3.4 Summary
68(1)
4 SETT: self-evaluation of teacher talk 69(22)
4.1 Context and contexts
70(2)
4.2 The SETT framework
72(14)
4.3 SETT and teacher development
86(3)
4.4 Summary
89(2)
5 Researching classroom discourse 91(21)
5.1 Recording, transcription and ethics
92(5)
5.2 Interaction analysis, discourse analysis, conversation analysis
97(5)
5.3 Corpus-based approaches
102(4)
5.4 CLCA: corpus linguistics and conversation analysis
106(4)
5.5 Summary
110(2)
6 Reflective practice revisited 112(19)
6.1 Definitions of RP
112(1)
6.2 The 'problems' of RP
113(6)
6.3 Reflective practice revitalised
119(11)
6.4 Summary
130(1)
7 Conclusion 131(9)
7.1 Current perspectives on classroom discourse
131(4)
7.2 Teacher development: current issues and future directions
135(5)
Commentaries on Tasks 140(5)
Transcription System 145(2)
References 147(10)
Index 157
Steve Walsh is Professor of Applied Linguistics and Communication in the School of Education, Communication and Language Sciences, Newcastle University. Steve has worked in English language teacher education for more than 20 years and his research focuses on classroom discourse, teacher development, second language teacher education, and professional communication. He has published 10 books and more than 100 research papers. His most recent publications, co-authored with Steve Mann include Reflective Practice for English Language Teaching: Research-based Principles and Practices (2017) and The Routledge Handbook of English Language Teacher Education (2019).
Lisainfo e-raamatute kohta Lisainfo e-raamatute kohta
Püsilink: https://www.kriso.ee/db/97807486778496e.html
Märksõnad: