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Research on second/foreign language teacher impressions, reflections, and beliefs continues to illuminate various facets of language teacher knowledge and practice, but it has only recently begun to question the relationship between these teacher characteristics and actual classroom discourse. This collaborative case study undertaken by a discourse analyst and an English as a second language teacher concurrently analyzed data from one segment of transcribed grammar classroom interaction and the teacher's focused self-reflections in order to examine the insights both participants independently brought to bear on the understanding of the nonverbal behavior in the segment under scrutiny. Through these analyses and the collaborative dialogue that ensued, both the discourse analyst and the teacher came to reevaluate their research methodologies and to conclude that the microanalysis of classroom discourse and the teacher self-reflections complemented each other by providing insights that neither method generated in isolation.
Lazaraton et al. (Thu,) studied this question.