RT info:eu-repo/semantics/article
T1 I Feel as if I Were a Real Teacher”: An Analysis of EFL Student Teachers’ Evaluative Discourse through Appraisal Theory
A1 Alonso Belmonte, Isabel
K1 Appraisal Th eory, student teachers, practicum studies, English as a foreign language teaching (EFL), written narratives, refl ective journals, professional identity
AB The present paper reports on the results of a study on how future teachers of English as a Foreign Language (henceforth, EFL) at the Universidad Autonomy of Madrid (UAM) linguistically construe themselves and their teaching experiences in their written narratives. Data is obtained from the quantitative and qualitative analysis of the refl ective journals that EFL student teachers at the UAM write on a weekly basis during their twelve week practicum in the region of Madrid. Drawing on Appraisal Th eory (Th e Appraisal Web site; Martin; Martin and White) and more specifi cally, by the study of the attitude subsystem, this paper shows that attitudinal resources are prevalent and varied in the student teachers’written narratives analysed, that they are expressed explicitly and that they are mainly positive. Findings also show that student teachers’ assessments go along with some evaluative parameters that go beyond the evaluation of participants, processes and things as positive or negative. Data is discussed in relation with the writers’ emergent professional identity and with the diff erent variables observed
PB Universidad de La Laguna. Servicio de Publicaciones
SN e-2530-8335
YR 2012
FD 2012
LK http://riull.ull.es/xmlui/handle/915/10719
UL http://riull.ull.es/xmlui/handle/915/10719
LA en
DS Repositorio institucional de la Universidad de La Laguna
RD 27-abr-2024