Dewey 1933 Sch n 1983 teacher cognition Borg Johnson Shulman 1987 Freeman 2008 Johnson. Marton & Tsui 2004 ix Mercer

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1 DOI: /jcnkiflatt H319 A teacher learning Korthagen & Kessels Dewey 1933 Sch n 1983 teacher cognition Borg Johnson / Shulman 1987 Freeman & Richards Johnson Cazden 2001 Seedhouse 2004 Sch n 1983 Korthagen & Kessels 1999 Putman & Borko 2000 Reynolds & Miller 2003 Borko 2004 Rymes Cazden 2001 Walsh Fanselow effective reflection 2 Marton & Tsui 2004 ix Mercer classroom discourse analysis CDA van Dijk Loughran 2002 in- tegrate transfer 07BYY A 36

2 + - +, 9?@8<:> =5>:C5:8A 5>7 B;8<@ B856;<>: 37 FDEHL KGM NKFJIM Situated Cognition T Vin have you ever been to the movies activity What s your favorite movie I / context Ss Big R / Brown et al 1989 Greeno 2011 T Big OK that s a good movie that was about a little boy inside Johnson Reynolds & Miller 2003 / 2 CDA Greeno 2011 pedagogical functions follow-up move 0-2 Cullen 2002 instructional +, -/ 21 1 CDA Mercer / CDA Cullen 2002 Cullen 2002 evaluative discoursal - Putman & Borko 2000 Borko CDA 70 2 a big man wasn t it F / scaffolding Wood et al Walsh 2002 Sinclair Coulthard 1975 IRF / Initiation Re- Ellis 1998 sponse Follow -up Evaluation /Feedback Cullen / T = Ss = 1 T What s the boy doing I / Ss He s climbing a tree R / T That s right He s climbing a tree F / Cullen

3 MA MA MA MA New College English 1 Cullen 2002 Mercer CDA F- evaluative discoursal 400 F- M n n % n % M % 5 5 4% % % % % % 6 7 1% % % 3 evaluative 1 3 / F- M I don t know IRF discoursal + 71 / /6 + 4 / 3 + /

4 + - +, 9?@8<:> =5>:C5:8A 5>7 B;8<@ B856;<>: 39 FDEHL KGM NKFJIM 2 3 M 12 8% 16 7% 19 1% 51 1% 48 9% % 24 1% Cullen 2002 Mercer % 20% display questions referential questions Brock 1986 Nassaji & Wells 2000 Cullen 2002 Thornbury & Slade % 5 37% 5 4% 7 1% / / T And if we say she is a flower that 7 means what I Ss R T Yes metaphor F negative 05 4 positive 4 positive negative n n % n % % % % % % % % % % % & % 83 3% 80 9% F CDA

5 Ellis Mercer CDA CDA CDA 3 CDA CDA Borko follow-up moves evaluation Mehan 1979 feedback Sinclair & Coulthard 1975 Cazden

6 + - +, 9?@8<:> =5>:C5:8A 5>7 B;8<@ B856;<>: 41 FDEHL KGM NKFJIM edge and thinking have to say about research on teacher learning J Educational Researcher Reynolds W & G Miller 2003 Handbook of Psychology Vol 7 Educational Psychology C Hoboken John Wiley & Sons Inc Brock 1986 Lynch 1991 Anderson & Krathwohl Rymes B 2009 Classroom Discourse Analysis A Tool for 3 Critical Reflection M Cresskill Hampton Press 24 Sch n D 1983 The Reflective Practitioner How Professionals Think in Action M New York Basic Books 25 Seedhouse P 2004 The Interactional Architecture of the Language Classroom A Conversation Analysis Perspective 1 Anderson L & D Krathwohl 2001 A Taxonomy for Learn- M MA Blackwell ing Teaching and Assessing A Revision of Bloom s Taxonomy of Educational Objectives C New York Longman 2 Borg S 2006 Teacher Cognition and Language Education M London Continuum 3 Borko H 2004 Professional development and teacher learning Mapping the terrain J Educational Researcher Brock C 1986 The effects of referential questions on ESL classroom discourse J TESOL Quarterly Brown J A Collins & P Duguid 1989 Situated cognition and the culture of learning J Educational Researcher Cazden C 2001 Classroom Discourse The Language of Teaching and Learning M Portsmouth NH Heinemann 7 Cullen R 2002 Supportive teacher talk The importance of the F-move J ELT Journal Ellis R 1998 Discourse control and the acquisition-rich classroom A In W Renandya & G Jacobs eds Learners and Language Learning C Singapore RELC 9 Dewey J 1933 How We Think A Restatement of the Relation of Reflective Thinking to the Educative Process Revised edition M Boston D C Heath 10 Fanselow J 1977 Bilingual ESOL and Foreign Language Teacher Preparation Models Practices Issues C Washington Teachers of English to Speakers of Other Languages 11 Freeman D & J Richards 1996 Teacher Learning in Language Teaching M Cambridge Cambridge University Press 12 Greeno J 2011 A situative perspective on cognition and learning in interaction A In T Koschmann ed Theories of Learning and Studies of Instructional Practice C New York Springer 13 Johnson K 1995 Understanding Communication in Second Language Classrooms M Cambridge Cambridge University Press 14 Johnson K 2009 Second Language Teacher Education A Sociocultural Perspective M New York Taylor & Francis 15 Korthagen F & J Kessels 1999 Linking theory and practice Changing the pedagogy of teacher education J Educational Researcher Loughran J 2002 Effective reflective practice in search of meaning in learning about teaching J Journal of Teacher Education Marton F & A Tsui 2004 Classroom Discourse and the Space of Learning M Mahwah Lawrence Erlbaum 18 Mercer N 2004 Sociocultural discourse analysis Analyzing classroom talk as a social mode of thinking J Journal of Applied Linguistics Mercer N 2010 The analysis of classroom talk Methods and methodologies J British Journal of Educational Psychology Nassaji H & G Wells 2000 What s the use of triadic dialogue An investigation of teacher-student interaction J Applied Linguistics Putnam R & H Borko 2000 What do new views of knowl- 26 Shulman L 1987 Knowledge and teaching Foundations of the new reform J Harward Educational Review Sinclair J & R Coulthard 1975 Towards an Analysis of Discourse M Oxford Oxford University Press 28 Thornbury S & D Slade 2006 Conversation From Description to Pedagogy M Cambridge Cambridge University Press 29 van Dijk T 1985 Handbook of Discourse Analysis vol 3 Discourse and Dialogue C London Academic Press 30 Walsh S 2002 Construction or obstruction Teacher talk and learner involvement in the EFL classroom J Language Teaching Research Walsh S 2011 Exploring Classroom Discourse Language in Action M London Routledge 32 Wood D J Bruner & G Ross 1976 The role of tutoring in problem solving J Journal of Child Psychology and Psychiatry J M D J M J Abstract Classroom discourse not only actualizes teaching and learning but also represents teacher knowledge beliefs and experiences Following the perspective of situated cognition this paper explores the potentials of teacher learning through classroom discourse analysis and the related problems The focus of the exploration is on analyzing the follow -up moves in the case classroom discourse and how the participant teachers learning can be promoted through such an analysis The research finds that 1 only critical reflection upon practice can promote effective teacher learning and the key is to situate reflection 2 classroom discourse analysis helps teachers situate and substantiate their reflection and make it effective and 3 the possible problem with teacher learning through classroom discourse analysis is teachers' lack of related knowledge and techniques The conclusion thereby is that classroom discourse analysis can promote effective teacher learning and make classroom teaching practice a really important resource and approach for teacher learning Key Words EFL teacher learning classroom discourse a- nalysis follow -up move