Toward a Skill-Based Analysis of EFL Teaching Skills
Bibliographic Data
| ID | 10816741 |
|---|---|
| Authors | M J Wallace, Matt Wallace (corresponding author) |
| Year | 1981 |
| Volume | 15 |
| Issue | 2 |
| Pages | 151 |
| Publication date | 1981-06-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3586406 |
| OpenAlex | W2166623850 |
| Language | EN |
| Citations received | 2 |
| References cited | 3 |
Relating theory to practice is a major problem in teacher training, and this is also true of TEFL training. One way of firmly grounding theory in practice is to use a classroom pedagogic approach involving principally the techniques of classroom observation and microteaching. This article is concerned particularly with the techniques of classroom observation. Many very useful techniques of formal classroom observation (interaction analysis) have been devised. Some of these have been shaped by FL and EFL teaching requirements. In certain kinds of training programs these techniques can be limited in their use. Three particular drawbacks are mentioned: the time factor in mastering the systems, the “given” nature of the categories, and their information yield. An alternative approach is suggested which is heuristic and skill-based. A particular example is given of this approach as it relates to the skill of elicitation
Mathematics education · Pedagogy · EFL/ESL Teaching and Learning · Psychology
| Citations per year | 0.05 |
|---|---|
| Citation span | 1986 - 1986 (1) |
| Highly cited | No |