Tracing a pre-service primary English teacher's development in teaching L2 pragmatics: Knowledge, beliefs, and perceived challenges

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2025-03-11 DOI:10.1016/j.system.2025.103655

Karen Glaser , Alicia Martínez-Flor

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引用次数: 0

Abstract

Answering the call for greater inclusion of pragmatics into language teacher education (Glaser, 2018) as well as for increased empirical research to support this inclusion (Schauer, 2022a), this study traces a pre-service teacher's development while planning and implementing a pragmatic unit in Primary English Language Teaching (PELT) classrooms in Germany. Following the reiterative structure of Design-Based Research, the trainee developed and delivered two 45-min lessons on suggestions to nine-to-eleven-year-olds, which were video-recorded and revised for reimplementation in a parallel class. This paper documents the trainee's professional development and pedagogical reasoning (Loughran, 2019) in terms of knowledge and beliefs, as elicited in four semi-structured interviews conducted at project beginning, after the first and second implementation, and upon project completion. The qualitative thematic analysis of the four interviews shows how the trainee teacher gained in pedagogical content knowledge (Shulman, 1986) as well as confidence and developed a more positive stance towards the teaching of L2 pragmatics to young learners. The study also sheds light on other needs for pedagogical training (instruction giving, language of instruction) that interact with teaching L2 pragmatics, and derives implications for teacher education that serve to enable pre-service teachers to teach pragmatics confidently in the primary English classroom.

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追踪职前小学英语教师在第二语言语用学教学中的发展：知识、信念和感知挑战

为了响应将语用学更多地纳入语言教师教育的呼吁（Glaser, 2018）以及增加实证研究以支持这种纳入（Schauer, 2022a），本研究追踪了一名职前教师在德国小学英语教学（PELT）课堂中规划和实施语用单元时的发展。按照“设计为基础的研究”的重复结构，受训者为9至11岁的孩子开发并提供了两节45分钟的建议课，并将其录制下来并进行修改，以便在平行课程中重新实施。本文记录了受训者在知识和信念方面的专业发展和教学推理（Loughran, 2019），这些知识和信念是在项目开始时、第一次和第二次实施后以及项目完成后进行的四次半结构化访谈中得出的。对这四次访谈的定性专题分析表明，实习教师如何获得教学内容知识（Shulman, 1986）以及信心，并对年轻学习者的第二语言语用学教学形成了更积极的立场。该研究还揭示了与第二语言语用学教学相互作用的教学培训的其他需求（教学给予、教学语言），并得出了教师教育的启示，使职前教师能够在小学英语课堂上自信地教授语用学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.