Gertrude Moskowitz (Ed.D., Temple University) is Assistant Professor of Education and Coordinator of the Foreign Language Teacher Education Programs at Temple University. She has taught Spanish from FLES through college. During the past six years, she has conducted research in the areas of foreign language supervision and behavioral psychology, emphasizing student attitudes as they relate to teacher behavior. Under government funded projects, she has trained numerous groups of administrators, supervisors, and teachers in interaction analysis and other systems for analyzing classroom behavior. Focusing recently on foreign language teaching, she developed a special instrument, Foreign Language Interaction (FLint), for observing interaction in foreign language classes. She has published widely in professional periodicals. Her most recent work is The Foreign Language Teacher Interacts (Association for Productive Teaching, 1967), a programed text, tapes, and manual for training foreign language teachers in interaction analysis. The research reported in Part I of this paper was supported by a grant-in-aid of research from Temple University. Acknowledgement is due the Temple University Computer Center for the data processing. Part I is based on a paper presented at the annual meeting of the American Educational Research Association, New York, February 1967.
The Effects of Training Foreign Language Teachers in Interaction Analysis
Article first published online: 31 DEC 2008
© 1968 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 1, Issue 3, pages 218–235, March 1968
How to Cite
Moskowitz, G. (1968), The Effects of Training Foreign Language Teachers in Interaction Analysis. Foreign Language Annals, 1: 218–235. doi: 10.1111/j.1944-9720.1968.tb00136.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
ABSTRACT: To determine its effects on foreign language teaching, preservice and inservice foreign language teachers were taught interaction analysis, a category system for describing pupil-teacher interaction. The preservice teachers received this training while student teaching. At the end of the training, questionnaires and observations indicated that the student teachers: (1) had more positive attitudes toward teaching; (2) used more indirect teaching patterns in grammar and conversation lessons; (3) had more negative attitudes toward their cooperating teachers; and (4) were perceived more favorably by the pupils in their classes. In a graduate course, in-service teachers were taught three systems: interaction analysis, FLint (Foreign Language Interaction), and IDEI, a nonverbal system. Using these instruments, the teachers analyzed a tape recording of their teaching prior to the course, comparing it with a videotape of themselves micro-teaching partway through the training. Activities were aimed at sensitizing participants to the influence of teacher behavior on students. A questionnaire was sent to the inservice teachers one month after school started to determine whether the course content had affected their on-the-job teaching. Responses indicated that the teachers felt studying observational systems had influenced them to make numerous desirable changes in their teaching, causing them to feel more confident and competent in their classroom interaction.