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首页> 外文期刊>Teachers and Teaching: Theory and Practice >Professional language use by pre-service English as a foreign language teachers in a teaching certificate program
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Professional language use by pre-service English as a foreign language teachers in a teaching certificate program

机译：在教学证书课程中，职前英语作为外语老师的专业语言使用

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Since the language used by people has the potential to signal a membership in a discourse community, it is significant that prospective teachers speak the appropriate social language to be able to claim a strong membership in the community of teachers. This qualitative study explores a group of pre-service teachersa?? professional language use and their claims for membership in the teaching profession. In this study, a scrutiny of the meanings reflected by 21 pre-service teachers during their one-semester internship is provided to illustrate the extent to which their classroom practice brings about a change in both their professional language use and their recognition of themselves as valid members of the specific discourse community of English as a foreign language (EFL) teachers in Turkey. The methods of data collection in this study consisted of a blend of qualitative techniques: (1) the pre-service teachersa?? weekly field notes; (2) their weekly reflective reports on their own field notes and their classroom practice experiences; (3) their written responses to open-ended questions posed at the end of the semester; and (4) my observational notes which I took during weekly discussion sessions. Findings underscore that there are several reasons leading to the participantsa?? limited professional language use. A focus on teachersa?? professional language use - a significant part and indicator of teachersa?? professional development - might help to reveal the dimensions of the processes involved in teachersa?? identity formation in different educational contexts as well as in mainstream contexts.View full textDownload full textKeywordsprofessional language, local language, EFL, pre-service teacher educationRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13540602.2011.622555
机译：由于人们使用的语言有可能暗示一个话语社区的成员身份，因此，重要的是，准教师说出适当的社交语言，以便能够在教师社区中拥有强大的成员资格。这项定性研究探索了一组岗前教师。专业语言的使用及其对教师资格的要求。在这项研究中，对21名职前教师在一个学期实习期间所反映的含义进行了详细审查，以说明他们的课堂实践在多大程度上改变了他们的专业语言使用和对自己的合法性的认可土耳其特定英语话语社区的外语（EFL）教师。本研究中的数据收集方法包括定性技术的混合：（1）职前教师a？每周实地记录； （2）他们每周关于自己的田野笔记和课堂实践经验的反思报告； （3）他们对学期末提出的开放性问题的书面答复； （4）我在每周讨论会上记下的观察笔记。调查结果强调，导致参加者的原因有几个？有限的专业语言使用。专注于老师吗？？专业语言使用-教师的重要组成部分和指标专业发展-可能有助于揭示教师所涉及的过程的维度？查看全文下载全文关键词专业语言，本地语言，英语，职前教师教育相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes， twitter，technorati，美味，linkedin，facebook，stumbleupon，digg，google，更多“，发布：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/13540602.2011.622555

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