Interrupting the Extended Wait-Time: Pre-Service English Teachers' Practices [Konferenzbericht] Paper presented at the International Language Teacher Education Research Group (ILTERG) Conference (2nd, Virtual, Oct 16-17, 2020).

Autor/in	Atar, Cihat
Titel	Interrupting the Extended Wait-Time: Pre-Service English Teachers' Practices [Konferenzbericht] Paper presented at the International Language Teacher Education Research Group (ILTERG) Conference (2nd, Virtual, Oct 16-17, 2020).
Quelle	(2020), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Atar, Cihat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teacher Education; Second Language Learning; Second Language Instruction; English (Second Language); Classroom Communication; Discourse Analysis; Language Teachers; Teacher Student Relationship; Video Technology; Cues; Nonverbal Communication; Teacher Education Programs; Elementary School Students; Secondary School Students; Phrase Structure; Microteaching; Teaching Methods; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Klassengespräch; Diskursanalyse; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Stichwort; Non-verbal communication; Nonverbale Kommunikation; Sekundarschüler; Phrasenstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Türkei
Abstract	This study investigates how pre-service English teachers interrupt extended wait-time in English as a foreign language classroom contexts. Utilizing extended wait-time is an indicator of Classroom Interactional Competence, and thus it is an essential skill for efficient language teachers. In the literature, there are quite a few studies on how extended wait-time works and the benefits it offers in classrooms. The current paper, on the other hand, focuses on the cases in which the pre-service teachers interrupt and cut the extended wait-time short. This study has a qualitative methodological design analyzing five video recordings via Conversation Analysis methodology. The participants are five pre-service English teachers and their students in public primary and secondary schools. A collection of interrupted extended wait-time instances was formed from the data, and the instances were analyzed considering the sequential analysis, turn-taking and repair mechanism of Conversation Analysis. The findings suggest that the pre-service teachers interrupt extended wait-time in five main ways that are rephrasing, (partial) repetition, providing candidate responses, giving verbal and non-verbal cues and giving the turn to another student. This study offers insights into how exactly extended wait-time is interrupted, which provides implications for understanding the management of classroom interaction and training preservice/in-service teachers regarding Classroom Interactional Competence. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01