Chapter 12. Preservice instructors’ performance on a language learning task
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Charlene Polio
Abstract
Previous research has shown that preservice instructors focus less on language while completing dyadic language learning tasks (Polio, Gass, & Chapin, 2006) and give less feedback than experienced instructors in a classroom setting (Mackey, Polio, & McDonough, 2004). Although most language teacher education programs provide some training in second language acquisition (SLA) to encourage, inter alia, preservice instructors’ understanding of the importance of focusing on language, it is not clear to what extent the information obtained in these courses or course modules is utilized in practice. This paper investigates the extent to which a short intervention based on SLA research findings is successful in modifying the awareness and behaviors of preservice instructors with respect to learners’ output and teachers’ task orientation (i.e., their perceptions of the purpose of the task). An experimental group (n = 17) of preservice teachers was given instruction on the role of output in SLA and training in ways to elicit output. They were then each paired with an English-as-a-second language (ESL) learner and participated in a dyadic interactive task. A control group (n = 14) did not have training prior to the interactive task. Six instructors from the experimental group and five from the control group participated in a stimulated recall session. The results demonstrated that the intervention was successful in raising preservice instructors’ awareness of how they should complete the task. However, with respect to behavioral change, their intended strategy did not always last through the entire interaction; these preservice instructors often reverted to tactics typically used by novice teachers. In light of these results, we argue that extended hands-on activities combined with discussions of SLA constructs can lead to behavior changes for preservice instructors.
Abstract
Previous research has shown that preservice instructors focus less on language while completing dyadic language learning tasks (Polio, Gass, & Chapin, 2006) and give less feedback than experienced instructors in a classroom setting (Mackey, Polio, & McDonough, 2004). Although most language teacher education programs provide some training in second language acquisition (SLA) to encourage, inter alia, preservice instructors’ understanding of the importance of focusing on language, it is not clear to what extent the information obtained in these courses or course modules is utilized in practice. This paper investigates the extent to which a short intervention based on SLA research findings is successful in modifying the awareness and behaviors of preservice instructors with respect to learners’ output and teachers’ task orientation (i.e., their perceptions of the purpose of the task). An experimental group (n = 17) of preservice teachers was given instruction on the role of output in SLA and training in ways to elicit output. They were then each paired with an English-as-a-second language (ESL) learner and participated in a dyadic interactive task. A control group (n = 14) did not have training prior to the interactive task. Six instructors from the experimental group and five from the control group participated in a stimulated recall session. The results demonstrated that the intervention was successful in raising preservice instructors’ awareness of how they should complete the task. However, with respect to behavioral change, their intended strategy did not always last through the entire interaction; these preservice instructors often reverted to tactics typically used by novice teachers. In light of these results, we argue that extended hands-on activities combined with discussions of SLA constructs can lead to behavior changes for preservice instructors.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
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Introduction
- Chapter 1. Expanding individual difference research in the interaction approach 3
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Learners
- Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
- Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
- Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
- Chapter 5. Gender and recasts 99
- Chapter 6. Interaction and phonetic form in task completion 121
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Instructors
- Chapter 7. Instructor individual characteristics and L2 interaction 151
- Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
- Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
- Chapter 10. Linguistic variation in instructor provision of oral input 225
- Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
- Chapter 12. Preservice instructors’ performance on a language learning task 281
-
Other interlocutors
- Chapter 13. Look who’s interacting 305
- Index 325
Kapitel in diesem Buch
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
-
Introduction
- Chapter 1. Expanding individual difference research in the interaction approach 3
-
Learners
- Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
- Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
- Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
- Chapter 5. Gender and recasts 99
- Chapter 6. Interaction and phonetic form in task completion 121
-
Instructors
- Chapter 7. Instructor individual characteristics and L2 interaction 151
- Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
- Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
- Chapter 10. Linguistic variation in instructor provision of oral input 225
- Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
- Chapter 12. Preservice instructors’ performance on a language learning task 281
-
Other interlocutors
- Chapter 13. Look who’s interacting 305
- Index 325
