Оглавление
Группа авторов. Classroom Discourse Competence
Contents
List of Abbreviations
Transcription Conventions
Part I – Introduction: Classroom Discourse and Classroom Discourse Competence. Introduction
1 Introduction: Volume Rationale
2 On the Neglected Role of CDC in Language Teacher Education
3 Defining ‘Classroom Discourse’
4 Structure and Content: The Contributions in this Volume
Bibliography
Conceptualizing Teachers’ L2 Classroom Discourse Competence (CDC): A Key Competence in Foreign Language Teaching
1 Introduction: (Language) Teachers’ Professional Competence
2 Overview: Existing Concepts, Recent Developments and Current Challenges. 2.1 Target Language Proficiency vs. L2 Classroom Discourse Competence – Terminological Issues
2.2 Existing Concepts and their Limitations – Conceptual Issues
2.3 Recent Developments in Research and Teacher Education – Current Issues
3 Conceptualizing Classroom Discourse Competence (CDC)
3.1 Positioning CDC in a (Revised) Model of FL Teachers’ Professional Competence
3.2 Conceptualizing and Defining Teachers’ L2 CDC
3.2.1 Dimension 1: Classroom Discourse Knowledge
3.2.2 Dimension 2: Classroom Discourse Skills
Bibliography
Part II – Exploring the Facets of L2 Classroom Discourse Competence. The Interplay between Teacher Input and Student Language in the Foreign Language Classroom
1 Introduction
2 Data and Methodology
3 Major Findings
3.1 Teacher Talk
3.2 Genuine Conversations
3.3 Imitation and Role Play
3.4 Language Focus
4 Implications for Teaching and Teacher Education
Bibliography
Classroom Discourse Skills to Support Lexical Learning
1 Introduction
2 The Need for Supporting Lexical Learning through Classroom Discourse
3 Case Studies: Student Teachers’ Perspectives on Lexical Classroom Discourse
3.1 Situation 1: How Many Times Do We Need to Practice?
3.2 Student Teachers’ Perspective on Situation 1
3.3 Situation 2: Can You Afford to Buy a House?
3.4 Student Teachers’ Perspective on Situation 2
3.5 Situation 3: The Window Dresser
3.6 Student Teachers’ Perspective on Situation 3
4 Conclusion
Bibliography
Prompts as a Means of Scaffolding Literary Discourse
1 Literary Discourse in the German ELT Classroom
2 Current Challenges to Literary Discourse
3 Prompts as a Chance
Bibliography
L2 Classroom Management Competence in Pre-Service EFL Teacher Education
1 Classroom Management and (EFL) Teacher Education
2 The Conceptualization of Classroom Management
3 Classroom Management in English Language Teaching
3.1 Classroom Management and Classroom Discourse
3.2 Classroom Management and ELT Methodology
3.3 Classroom Management and Teachers’ Cultural Awareness
4 Classroom Management and its Relation to EFL Teachers’ Professional Knowledge
5 L2 CM Competence: Recent Research Avenues in TEFL
6 Conclusion
Bibliography
Teacher Discourse Competence in CLIL
1 Introduction: Teacher Discourse Competence in CLIL Contexts. 1.1 Normative Educational Approach: Discourse Competence as Learning Goal
1.2 Descriptive Linguistic Approach: Discourse Competence as Linguistic Patterns and Language Functions in the Classroom
1.3 Meta-Reflective Cultural Approach: Discourse Competence as Reflection on the Nature of (Academic) Discourses and the CLIL Classroom
2 Selected Characteristics of Teacher Discourse Competence in CLIL Settings
2.1 Teacher Talking Time (TTT)
Transcript 1
2.2 IRE Pattern
Transcript 2
2.3 Code-Switching
Transcript 3
3 Conclusion
Bibliography
Teaching Pupils with Hearing Impairment in EFL Contexts
1 Introduction
2 Inclusive Classroom Discourse Strategies. 2.1 Social Strategies
2.2 Propositional Strategies
2.3 Expressive Strategies
3 Inclusion Matters and Teacher Education
Bibliography
Part III – Practical Approaches to CDC Development in Pre-Service Teacher Education. Video Enhanced Observation
1 Introduction
2 Video Enhanced Observation – A Tool for Reflection and Pedagogical Development
2.1 VEO and its Functionalities
2.2 VEO Enhances Professional and Pedagogical Development
3 VEO for Professional Development and Language Learning
3.1 Case Study – Pre-Initial Teacher Training Module
3.2 VEO in the Language Classroom – The Learner
4 Conclusions
Bibliography
Webpages:
Enhancing Pre-Service Teacher Training through Inquiry-Based Learning
1 Introduction
2 The Practicum Module and the CDC Videography Assignment. 2.1 Context and Structure of the Practicum Module
2.2 Contents, Requirements and Structure of the CDC Videography Assignment
3 Exemplifying the Assignment: Two Sample Projects. 3.1 Project 1: Instruction-Giving (IG)
3.2 Project 2: Corrective Feedback (CF)
4 Conclusion
Bibliography
Classroom Corpora as Tools for Reflective Practice in Pre-Service Teacher Education
1 Introduction
2 Classroom Corpora
3 Working with Classroom Transcripts
4 The Primary English Classroom Corpus (PECC)
5 Analyzing Classroom Transcripts
5.1 The Role of Repetition
5.2 Prompting
6 Conclusion
Bibliography
Revisiting an Old Acquaintance: Exploring the IRF Pattern in Corpus Data from 5th Grade EFL Lessons
1 Introduction
2 Sample Analyses I: Canonical IRF
3 Sample Analyses II: IRF Variations
4 The Potential of the FLECC in Teacher Education
5 Outlook: Using the FLECC
Bibliography
Teaching Classroom Discourse Competence through Lesson Observation
1 Introduction
2 The VirtU-Website
3 The Role of Classroom Discourse in the VirtU-Materials
4 The Structure of the Tasks in the VirtU-Materials
5 Example 1: Giving Instructions (cf. Fig. 2)
6 Task Example 2: Guided Induction in a Classroom Discussion
7 Cultivating Discourse about Classroom Discourse
Bibliography
Enhancing EFL Classroom Discourse Competence at Pre-Service University Level
1 Introduction
2 The Course Design: Theoretical Underpinnings and Conceptual Framework of ClaDis. 2.1 Course Context and Course Structure
2.2 Underlying Principles and Rationale
2.3 Enhancing CDC through Knowledge – Practice – Reflection. 2.3.1 Zoom-in on ‘Knowledge’
2.3.2 Zoom-in on ‘Practice’
2.3.3 Zoom-in on ‘Reflection’
3 Conclusion: Evaluation and Assessment
Bibliography
Student Contributors (Online Supplements to this Volume, www.narr.de):
Developing Novice Teachers’ Classroom Discourse Competence through Micro-Teaching and Reflective Practice
1 Introduction
1.1 Fostering Professional Vision through Micro-Teaching (MT)
1.2 Reflective Practice (RP)
1.3 Developing Novice Teachers’ L2 Classroom Discourse Competence (CDC)
2 Teaching English in Action
2.1 Major Learning Objectives
2.2 Outline of Course Content
3 Conclusion
3.1 Course Evaluation
3.2 Limitations and Suggestions for Further Developments
Appendix
Acknowledgement
Bibliography
Contributors
Footnotes
