The practice of Teaching English to Speakers of Other Languages (TESOL) in the British context has evolved to a point where varied and complex patterns of classroom interaction have become the norm, and where teacher independent activities have become an important vehicle for language learning. In this climate, there is a need for novice English Language Teachers to adopt a major role as managers of learning. Whilst there has been much emphasis in recent Second Language Acquisition Research on the relationship between activity type and output from language learners, there have been fewer studies on the relationship between activity based pedagogy and teacher- generated language output. Using transcribed audio recordings from twenty-two entire lessons conducted by novice teachers, together with data from interviews and stimulated recall-based assignments, the author investigates aspects of lesson staging, classroom interaction and teacher role, as they are manifested through the language that the teachers use in their classes. Three types of teacher-generated language are identified. From these, it is suggested that the functions of structuring and rapport-enhancing have significance in lesson stages involving the setting up of teacher-independent activities. The complexity of the relationship between these two functions, seen in the context of entire lessons, reveals individual differences amongst the novice teacher subjects. implications of this research for Teacher Education are discussed, and the thesis ends with practical suggestions relevant to the content of Language Teacher Education Courses.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:538272 |
| Date | January 2004 |
| Creators | Taylor, Linda |
| Publisher | University of Nottingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://eprints.nottingham.ac.uk/13228/ |
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