文章基本信息

标题：COMPUTER-MEDIATED TASK DESIGN: LANGUAGE STUDENT TEACHERS' EXPECTATIONS AND REALIZATIONS
其他标题：COMPUTER-MEDIATED TASK DESIGN: LANGUAGE STUDENT TEACHERS' EXPECTATIONS AND REALIZATIONS
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作者：Carolin FUCHS
期刊名称：Letras & Letras
印刷版ISSN：1981-5239
出版年度：2009
卷号：25
期号：2
页码：37
出版社：EDUFU - Editora da Universidade Federal de Uberlândia
摘要：This paper analyzes how ESL student teachers in the U.S. and EFL student teachers in Germany negotiated their task of creating joint task-based language teaching (TBLT) units via computer-mediated communication (CMC). More specifically, the researcher triangulated data such as pre-course questionnaires, post-course questionnaires, and synchronous and asynchronous CMC transcripts in order to analyze and contrast participants’ expectations before the project and their realizations after the project. Following the call for implementing technology into language teacher education through model learning (Hubbard & Levy, 2008; Willis, 2001), student teachers jointly created TBLT units via Moodle over a ten-week period. These student teachers first read about and discussed TBLT criteria and then collaboratively evaluated and re-designed tasks in English language textbooks. This project aimed at enabling participants to share perspectives about teaching contexts and practices in other countries and to learn about technology and TBLT through virtual communities of practice (Lave & Wenger, 1991). Consequently, student teachers not only became more proficient users of technology, but also grew from the unique opportunity of collaborating with their future colleagues abroad. By the same token, the project raised numerous questions with regard to technology training, task design, and institutional contexts.
关键词：Language Teacher Education, Negotiation, Computer-Mediated Communication, Negotiation, Task-Based Language Teaching