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A descriptive case study of a foreign language teaching methods course.

机译：外语教学法课程的描述性案例研究。

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摘要

The purposes of this study were to describe: (1) the processes that were utilized to construct knowledge in a foreign language teaching methods course, and (2) the course content. The design was a qualitative case study using transcripts of the classroom discourse as primary data and techniques of observation, interviewing, and document analysis to gather secondary data sources. Participants included seven students and the teacher educator at a university in the Southeastern United States.; It was found that two processes were used to construct knowledge--interactions with and observations of experts, and practice. First, experts were defined as the teacher educator, guest foreign language professionals, education students, and classroom teachers. The teacher educator scaffolded student contributions to class discussions, teaching practice, and presentations. Students observed interactions the teacher educator engaged in with guests and with peers and adopted her interactional behaviors.; Second, the students practiced creating tasks which prepared them to complete course assignments. The course assignments, in turn, prepared the students for classroom teaching responsibilities, such as lesson planning, creating materials and assessments for language learners, and teaching presentations. The content underlying all activities in the course consisted of applying previously learned material or theoretical concepts to discussions, teaching observations, practice teaching assignments, presentations, and course assignments.; Two conclusions can be drawn about foreign language teacher education. First, contact with foreign language professionals can be beneficial to preservice teachers. Such contacts can provide ideas, role models, and discourse skills to join the speech community of foreign language teachers. Second, practice can be structured in methods courses to provide experience with managing teaching responsibilities. Third, practice with and emphasis on applying theoretical concepts to planning, teaching practice, preparing language learner practice activities, and preparing language learner assessment exercises may be important content for foreign language methods preparation. This study has practical and theoretical implications for foreign language teacher education, higher education, and teacher educator development.
机译：本研究的目的是描述：（1）在外语教学法课程中用于建构知识的过程，以及（2）课程内容。该设计是定性的案例研究，使用课堂话语的笔录作为主要数据，并使用观察，访谈和文档分析技术来收集辅助数据源。参加者包括美国东南部一所大学的7名学生和教师教育家。发现使用了两个过程来构建知识-与专家的互动和观察以及实践。首先，专家被定义为教师教育者，外语专家，教育学生和课堂老师。老师教育者脚手架上的学生对课堂讨论，教学实践和演示文稿的贡献。学生观察了教师教育者与客人和同伴之间的互动，并采用了她的互动行为。其次，学生练习创建任务，使他们为完成课程作业做好准备。反过来，课程作业使学生做好了承担课堂教学职责的准备，例如课程计划，为语言学习者创建材料和评估以及教学演示。课程中所有活动的内容包括将先前学习的材料或理论概念应用于讨论，教学观察，实践教学作业，演示文稿和课程作业。关于外语教师的教育可以得出两个结论。首先，与外语专业人士联系可能会对职前教师有所帮助。这样的联系可以提供想法，榜样和话语技巧，以加入外语教师的语音社区。其次，可以在方法课程中组织实践，以提供管理教学职责的经验。第三，实践并强调将理论概念应用到计划，教学实践，准备语言学习者实践活动和准备语言学习者评估练习中可能是外语方法准备的重要内容。该研究对外语教师教育，高等教育和教师教育者的发展具有实践和理论意义。

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  • 作者

    Davis, Jacqueline Faye.;

  • 作者单位

    University of Georgia.;

  • 授予单位 University of Georgia.;
  • 学科 Education Language and Literature.; Education Higher.; Education Teacher Training.
  • 学位 Ph.D.
  • 年度 1998
  • 页码 209 p.
  • 总页数 209
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 高等教育;教师;
  • 关键词

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