'how i got it in my head': Conceptual models of language and learning in native and non-native trainee efl teachers

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)

Abstract

This paper investigates the knowledge about language of four trainee EFL teachers, in the light of recent theoretical writing about the relationship of expert and novice knowledge, and about native and non-native language teachers. A recording of two lesson-planning discussions is analysed in-depth, in terms of the teachers' assumptions about language (including meaning and form) and language-learning; and of the means by which differences between models are negotiated. The non-native teachers are shown to be using their previous learning experience in their discussion, and to have more developed and context-oriented models of language and learning. Some comments are made concerning the role of metalinguistic terminology in the discussions.

Original languageEnglish
Pages (from-to)209-223
Number of pages15
JournalLanguage Awareness
Volume2
Issue number4
DOIs
Publication statusPublished - Jan 1 1993
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Fingerprint

Dive into the research topics of ''how i got it in my head': Conceptual models of language and learning in native and non-native trainee efl teachers'. Together they form a unique fingerprint.

Cite this