Towards understanding one's talk : student teachers' perceptions of a CA-informed course in classroom interaction
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| Year of publication | 2022 |
| Type | Appeared in Conference without Proceedings |
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| Description | According to the socio-interactionist perspective on language learning, the nature of interaction in the classroom directly influences the quality of learning (e.g. Walsh & Li, 2013). This perspective implies that teachers should be aware of the ways they and their students use language, which, in turn, may shape their decisions and classroom practice. While there has been a growing body of research-informed work exploring the nature of interaction in the classroom, mostly from the conversation-analytic perspective (e.g. Seedhouse, 2004; Sert, 2015), there have been few attempts to transform this knowledge into a core part of language teacher education programs. To fill this gap, we conducted a study whose aim was to find out how student teachers perceived a new course focusing on classroom interaction within a two-year Master's program in ELT. The data comprised questionnaire surveys and assignments collected from 24 students. The questionnaire data were analyzed quantitatively, while the evaluative parts of the assignments were coded using the grounded theory approach. The open coding procedure generated 187 codes, which were then divided into seven categories. The findings suggest that the students appreciated the awareness raising quality of the course and the concepts with clear practical implications for their professional development, such as repair and giving instructions. They also emphasized benefiting the most from Walsh’s SETT analysis (2013), which allowed them to look back at the lesson and reflect on their own teaching. These findings support the relevance of CA-informed courses for teacher education programs. |
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