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研究資料明細
| 論文名稱 | Learn to tell English stories: A process from peripheral to fuller participation |
| 研討會開始日期 | 2014-03-26 |
| 研討會結束日期 | 2014-03-29 |
| 所有作者 | 周宜佳 |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 研討會名稱 | TESOL |
| 是否具有對外公開徵稿及審稿制度 | 是 |
| 研討會舉行之國家 | NATUSA-美國 |
| 研討會舉行之城市 | Portland |
| 發表年份 | 2014 |
| 所屬計劃案 | 無 |
| 可公開文檔 |
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| 可公開文檔 | |
| 可公開文檔 |
[英文摘要] :
For students in a pre-service English teacher program, developing the necessity of language proficiency and teaching knowledge to participate in the teaching community is important. This study investigated the acquisition of an unfamiliar discursive practice by 4 undergraduate students in a pre-service EFL teacher program. The practice is storytelling which is often overlooked in teacher-training programs in the English-as-a-foreign-language (EFL) context such as in Taiwan. Even though many studies (e.g., Tsou, 2003; Wu, 2004) have stated that storytelling is a way to motivate young children in their early literature experience, little is known about the experiences that teachers or those preparing to become teachers have had with storytelling. In this study, four undergraduate students in the Department of Foreign Language Instruction of a medium-sized university in southern Taiwan were provided an opportunity to tell stories to primary-school children. Qualitative data were collected, including students’ teaching and reflected journals throughout the entire project, videotapes of four storytelling rehearsals and the real storytelling episodes, and interviews. By using situated learning as the theoretical framework, this study depicts the change in the students’ and instructor’s as well as in the students’ co-participation patterns by which the students moved from peripheral to fuller participation. The participation transformation was observed not only in the students but also in the instructor, which indicates that although the students were the main participants in this co-constructed learning process, the instructor became a co-learner to complement the students’ learning. This study provides EFL teacher educators a viewpoint of considering teacher training as co-constructed development in situated discursive practices.
