This book deepens the insight into the setting and monitoring of language norms in different contexts. One focus lies on institutional contexts, in which the authors examine standardization, language policy and the implementation of usage norms. In the context of language learning, the authors investigate cognitive strategies of L2 norm construction by initial learners, L2 norms in grammars as well as interactional norms regulating teacher behavior. Finally, the volume theoretically explores the nature of discourse norms and examines their management and metadiscursive formulation in a variety of communicative activities and genres.
Contributions to the volume are predominantly in English, some in German.
Stimulated recall interview, an indicator of interactional norms internalized by language teachers (Catherine Muller)
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Univ. Grenoble Alpes, LIDILEM, F-38040, Grenoble, France email@example.com
Stimulated recall interview, an indicator of interactional norms internalized by language teachers
Abstract: Stimulated recall interviews can be a way to access interactional norms relating to the second language classroom, where the notion of a norm both implies regularity and prescription. Teachers themselves establish norms and deviations thereof. Within the theoretical framework of teacher cognition, we investigate teachers’ representations, beliefs, and knowledge by analyzing two transcripts of stimulated recall interviews conducted with an experienced and a novice teacher.
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