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Title: Student teachers’ collaborative construction of grammar awareness : the case of a highly competent learner
Authors: Svalberg, Agneta M. -L.
Askham, Jim
First Published: 5-Feb-2014
Publisher: Taylor & Francis (Routledge)
Citation: Language Awareness, 2014, 23 (1-2), pp. 122-136
Abstract: The paper investigates how a student on a Masters level teacher education course for English language teachers goes about constructing her grammar knowledge. The learner is a novice teacher with English as a foreign language. Learner diary, interview and group interaction data were analysed thematically, revealing that she made relatively few, usually brief, verbal contributions to the group work but was nonetheless a very active and competent participant. One of her main strategies was ‘listening to others’. At the same time, important learning skills allowed her to identify, create and make use of learning opportunities. She is contrasted with another learner who speaks considerably more and is a risk taker. The central argument to emerge is that the learners are each enacting their individual identities. How learners approach the construction of knowledge is therefore unique to each learner; there are a number of ways of being a ‘competent learner’.
DOI Link: 10.1080/09658416.2013.863897
ISSN: 0965-8416
eISSN: 1747-7565
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2014, Taylor & Francis (Routledge). Deposited with reference to the publisher’s archiving policy available on the SHERPA/RoMEO website.
Description: Special Issue : Language Awareness for our Multicultural World : Selected papers from the 11th International Conference of the Association for Language Awareness, Concordia University, Montreal, July 2012
Appears in Collections:Published Articles, School of Education

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Competent learner final pre-publication.pdfPost-review (final submitted)337.6 kBAdobe PDFView/Open
Competent learner final revised(2).pdfPost-review (final submitted)329.85 kBAdobe PDFView/Open

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