Modern Foreıgn Language Student Teacher Belıefs And Practıces In Relatıon To Questıonıng And Error Correctıon: A Clınıcal Supervısıon Approach

This thesis focuses on modern foreign language student teachers’ beliefs and practices in relation to questioning and error correction during their final teaching practice experience, through the adoption of a clinical supervision approach. In the first three chapters, the research is positioned withim'a^contextuai—and theoretical framework and the relevant literature is reviewed. Chapter 4 explores the methodological underpinning of this thesis built on the qualitative paradigm in general. It consists of five multiple case studies in Turkey. The study uses methodological triangulation based on semi-structured pre and post interviews, video-data, and stimulated recall in the feedback conferences. The thesis leads the writer to argue that clinical supervision is a potentially effective approach to teaching practice supervision, which can provide student teachers with opportunities for reflection and selfevaluation. It also establishes that student teachers value questioning and error correction as important aspects of teaching as well as explaining their initial beliefs and practices in relation to questioning and error correction. The findings indicate both stability and change in student teachers’ beliefs and practices. However, even in the case of stability, student teachers were found to be more certain and reflective in comparison to their earlier status. The findings also lead the writer to argue that there is a possible link between question types, student teachers’ questioning patterns and the type of language activity. Thus this possible relationship leads the writer to also argue that there is a possible relationship between question types and student teachers’ reacting moves.