Language Teacher Noticing in Tasks
āđāļĄ.āļĒ. 2021 · Psychology of Language Learning and Teaching āļŦāļāļąāļāļŠāļ·āļāđāļĨāđāļĄāļāļĩāđ 14 · Multilingual Matters
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This book provides an accessible, evidence-based account of how teacher noticing, the process of attending to, interpreting and acting on events which occur during engagement with learners, can be examined in contexts of language teacher education and highlights the importance of reflective practice for professional development. Central to the work is an innovative mixed-methods study of task-based interaction which was undertaken with pre-service English language teachers in Japan. Through close analyses of task interaction coupled with recall data, it illustrates the ways in which pre-service teachers noticed their student partnersâ use of embodied and linguistic resources. This focus on what teachers attend to, how they interpret it, and their subsequent decisions has multiple implications for language learning and teacher development. It demonstrates the value of teacher noticing for developing rapport, supporting pupilsâ language acquisition, enhancing participation, fostering reflection and guiding observation, a central feature of language teachersâ career advancement.
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Daniel O. Jackson is Associate Professor in the Department of English at Kanda University of International Studies, Japan. His research interests include language teacher noticing and task-based language teaching and he is the co-editor (with Gisela Granena and Yucel Yilmaz) of Cognitive Individual Differences in Second Language Processing and Acquisition (John Benjamins, 2016).
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