Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT
Insights from task design processes and post-implementation reflections
Bibliographic Data
| ID | 11989782 |
|---|---|
| Authors | Carmen Konzett‐Firth (0000-0002-1692-1993, Universität Innsbruck, corresponding author) |
| Year | 2024 |
| Volume | 128 |
| Pages | 103549-103549 |
| Publication date | 2024-11-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2024.103549 |
| OpenAlex | W4404549322 |
| Language | EN |
| Citations received | 3 |
| References cited | 29 |
This paper reports on a university seminar for pre-service teachers (PST) of L2 French in which a conversation analytic concept of language use was combined with the methodology of task-based language teaching (TBLT) to teach L2 interactional competence (L2 IC). In the course, participants carried out a needs analysis, designed pedagogical tasks that focused on teaching L2 IC and trialed them in real classrooms before evaluating both their tasks' success and their own learning process. In a post-hoc study, data gathered from the course including pre-design comments, written design rationales, audio recordings of the group design meetings, oral and written feedback and post-implementation comments were analyzed using Qualitative Content Analysis to find out in what respects the PST's cognition with regard to teaching L2 IC changed during the seminar. The results show that there were some dynamics in the PST's cognition, particularly regarding their view of learner factors in task accomplishment and the targeting of specific social actions. Other aspects of PST's cognition remained more stable as their initial beliefs were confirmed by the task design process
Communicative competence · Competence (human resources · Language education · Mathematics education · Pedagogy · Task (project management · Computer Science · EFL/ESL Teaching and Learning · Engineering · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
A Framework for Task-Based Learning (Longman Handbooks for Language Teachers)
Connecting the Language Classroom and the Wild
Emergent L2 Grammars in and for Social Interaction
Tracking telecollaborative tasks through design, feedback, implementation, and reflection processes in pre-service language teacher education
Teacher cognition in language teaching
Teachers' beliefs about the role of prior language knowledge in learning and how these influence teaching practices
Task‐based language teaching
The suitability of film for modelling the pragmatics of interaction
Some directions for the possible survival of TBLT as a real world project
Creating Obstacles to Progressivity
Getting Students to Talk
Second/Foreign Language Learning as a Social Accomplishment
On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research
Second language interactional competence and its development
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |