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Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2018 / Cilt: 33 - Sayı: Özel Sayı

Conversation Analysis in Language Teacher Education: An Approach for Reflection Through Action Research

Alexander NANNI
Daniel HOOPER
Chris Carl HALE
Pages
54–71
Publication Date
2022-10-19
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Practicing ESL/EFL teachers present examples of their own classroom-based, CA action research from Japan, Thailand and the U.S. conducted with the aim of improving their own pedagogical awareness and situated classroom practices

📌 3 Key Takeaways

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Objective & Hypothesis:This paper outlines a practical approach for professional language teachers in secondary and adultlearning contexts to enhance their reflective teaching practices through conversation analysis-based action research.
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Key Findings & Data:As exposure to CA becomes increasingly common in language teacher education programs, there is an opportunity to integrate CA with the broader curricular trends in teacher development and reflection.
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Conclusion & Impact:Practicing ESL/EFL teachers present examples of their own classroom-based, CA action research from Japan, Thailand and the U.S. conducted with the aim of improving their own pedagogical awareness and situated classroom practices
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This paper outlines a practical approach for professional language teachers in secondary and adultlearning contexts to enhance their reflective teaching practices through conversation analysis-based action research. Conversation analysis (CA) can provide English as a foreign or second language (EFL/ESL) teachers with insights into not only classroom-discourse dynamics but also the language-learning processes of their learners. As exposure to CA becomes increasingly common in language teacher education programs, there is an opportunity to integrate CA with the broader curricular trends in teacher development and reflection. Action research is widely taught in such programs as its goal is to enhance teacher-awareness and lead to improved classroom practices. The paper will provide a framework for teachers to follow that is coherent, achievable, and above all, practical. Practicing ESL/EFL teachers present examples of their own classroom-based, CA action research from Japan, Thailand and the U.S. conducted with the aim of improving their own pedagogical awareness and situated classroom practices

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Cite This Article

NANNI, A., HOOPER, D., HALE, C. C. (2022). Conversation Analysis in Language Teacher Education: An Approach for Reflection Through Action Research. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 33 - Sayı: Özel Sayı, 54–71. https://ajindex.com/articles/531681

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