Language Teacher Noticing in Tasks

Daniel O. Jackson is Associate Professor in the Department of English at Kanda University of International Studies, Japan. His research interests include language teacher noticing and task-based language teaching and he is the co-editor (with Gisela Granena and Yucel Yilmaz) of Cognitive Individual Differences in Second Language Processing and Acquisition (John Benjamins, 2016).

• Tables and FiguresAcknowledgementsAbbreviations Used in the BookPart 1: Situating Noticing among Teachers1. Introduction and Overview2. Noticing: An Integrative Perspective3. Language Teacher NoticingPart 2: A Study of Pre-Service Teachers4. Contextualizing the Study5. Researching Teacher Noticing6. Influences on Teacher Noticing7. Noticing of Embodied Resources8. Noticing of Verbal Resources9. Noticing and Pre-Service TeachersPart 3: Conclusion10. Future DirectionsAppendicesReferencesIndex

Jackson’s approach to teacher noticing is at once ecological, interdisciplinary, and evidence-based. He theorizes the dynamic act of thinking-for-teaching and empirically illuminates how teachers come to notice students’ use of embodied and verbal resources, and how task complexity and perspectival memory, among other factors, shape what teachers notice. A deeply original book that opens up new ground for the study of novice language teacher cognition!