Abstract

This is the second of two articles based on a study of the contribution of vocabulary notebooks to the development of second language vocabulary, language awareness, metacognitive skills and pedagogical skills of non-native English-speaking pre-service teachers. In this article, the impact of reflections on non-native pre-service teachers’ language awareness and knowledge of foreign language pedagogy is explored. The data collection included examination of each participant’s vocabulary notebook reflections, individual questionnaires and in-depth interviews. Findings show that reflective learning is conducive to non-native pre-service teachers’ pedagogical and metacognitive development. Reflections also enhanced participants’ understanding of vocabulary acquisition processes. This investigation adds to the body of research on the use reflective learning for language awareness, vocabulary acquisition and language teacher education.

摘要

这是两篇文章的第二篇，其基础是研究词汇笔记本对非英语母语的职前教师发展第二语言词汇，语言意识，元认知能力和教学能力的贡献。本文探讨了反思对非母语职前教师语言意识和外语教学法知识的影响。数据收集包括检查每个参与者的词汇笔记本的思考，个人调查表和深度访谈。研究结果表明，反思性学习有利于非本职职前教师的教学和元认知发展。反思还增强了参与者对词汇习得过程的理解。