An enduring issue in language teaching in the ESL context is how to develop both learners’ language knowledge and their ability to use it. The colloquium will propose the framework of a study that aims to investigate attention to language knowledge and attention to language use from a teacher development perspective. The purposes, relevance and significance of the study will be presented. Issues underpinning the conceptualization of the study will be discussed and possible research questions will be proposed. The colloquium will then outline a data collection plan involving school-based activities. Presenters will discuss the nature of the data sets, main categories of data analysis, and possible methods of analysis. Last but not least, this interactive colloquium will invite participants to respond to the proposed framework with a view to refining it. The colloquium will also provide a forum for the participants to contribute to our understanding of focus of attention to knowledge and use in language pedagogy. Implications for site-based teacher development in the local context will be explored.
|Publication status||Published - 2004|