The paper contributes to clarifying the role of critical metalinguistic reflexivity in educating prospective second language teachers. The interactive lecture method is analysed as a tool for enhancing language awareness in the future professional, who is supposed to be able to manage complex dynamics in the classroom acting as a language user, language analyst and language teacher. The aim of the study lies in (1) identifying didactic conditions for the development of teacher language awareness by means of the interactive lecture method and (2) modelling the expected learning outcomes of awareness-raising instruction. The paper presents the case study of designing the interactive lecture course in language science for the first- and second-year language teacher students. The expected learning outcomes of awareness-raising instruction have been modelled with regard to the development of three domains of students’ linguistic reflexivity: (1) metalinguistic awareness with the focus on theoretical thinking and scientific concepts internalisation; (2) pragmatic awareness with the focus on observation and explanation of pragmatic functioning; (3) plurilingual awareness with the focus on self-monitoring of plurilingual experience. The paper describes some procedures of the lecture content organisation and explores the possibilities of using interactive lecture tools (peer instruction, reflective writing, predict-observe-explain techniques) for engaging students in language reflection activities.
Ustinova, T. V. (2021). Reconceptualising the lecture method in language teacher education. Issues of Applied Linguistics, 44, 96-118. https://doi.org/10.25076/vpl.44.05