@article{article_547078, title={REFLECTIVITY THROUGH THE ANALYSIS OF TEACHER TALK: THE CASE OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS}, journal={Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi}, volume={13}, year={2016}, author={Kuru Gönen, S. İpek and Aşık, Asuman}, keywords={Reflection,Pre-service Teacher Education,Teacher Talk,Classroom Interaction}, abstract={ Reflective practices are considered significant in terms of increasing the level of reflective and critical thinking of language teachers by promoting self-evaluation. Analysis of classroom interaction can be regarded as one of the ways to improve teacher reflection. This study aims at investigating reflectivity of pre-service English teachers by engaging them in the analysis of their language use through a framework that enabled them focus on self-evaluation of teacher talk and various aspects of classroom interaction. For this purpose, a total of 44 pre-service teachers in the English Language Teaching programmes of two universities in Turkey participated in the study. The participants consisted of a control group and a study group. The study group received training on the analysis of their own talk by using the self-evaluation of teacher talk framework. The study was conducted through mixed methods approach. Quantitative data were collected through a questionnaire while qualitative data were collected through reflective diaries. The results indicated that although both groups improved their reflectivity, pre-service English teachersin the study group were able move upwards in reflectivity levels compared to the control group through the use of a specific framework. The study might be of interest of teacher trainers, pre-service teachers and researchers as it provides useful implications for the role of reflection in teaching. <o:p> </o:p> }, number={36}, publisher={Hatay Mustafa Kemal University}