Applications and Beliefs of Second Language Teachers' Linguistic Knowledge and Awareness

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Autor/in	Foltz, Karen
Titel	Applications and Beliefs of Second Language Teachers' Linguistic Knowledge and Awareness
Quelle	(2018), (166 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-8624-5
Schlagwörter	Hochschulschrift; Dissertation; Metalinguistics; Second Language Learning; Second Language Instruction; Language Teachers; Schemata (Cognition); Role; Teaching Methods; English (Second Language); Intensive Language Courses; College Faculty; Teacher Attitudes; Phonology; Grammar; Pronunciation; Classroom Techniques; Pragmatics; Writing Instruction; Editing; Teacher Student Relationship; Vocabulary Development; Language Usage; Student Needs; Lesson Plans + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Metalanguage; Metasprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Cognition; Schema; Kognition; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Intensivkurs; Sprachkurs; Fakultät; Lehrerverhalten; Fonologie; Grammatik; Aussprache; Klassenführung; Pragmalinguistik; Schreibunterricht; Redaktion; Textbearbeitung; Teacher student relationships; Lehrer-Schüler-Beziehung; Wortschatzarbeit; Sprachgebrauch; Lesson planning; Unterrichtsplanung
Abstract	For this dissertation, teacher linguistic awareness (TLingA) involves teacher linguistic knowledge, teacher language awareness (TLA), and teacher cognition for second language (L2) teachers. Teacher linguistic knowledge is an understanding of how language functions and is compiled within the different areas of linguistics. And TLA is the knowledge that educators possess of the structural and fundamental system of language. Both help L2 teachers with different aspects of teaching. Additionally, teacher cognition involves what teachers know, their beliefs, and thought processes. Lastly, TLingA includes the conscious application of teacher linguistic knowledge. In order to understand how strong of a role linguistics plays in language instruction, I evaluate how language teachers use their linguistic knowledge, and what factors affect the application of that knowledge. This paper aims to fill this gap in understanding how much and what factors affect L2 teachers' application of linguistic knowledge by interviewing L2 teachers at an intensive English program at a university in the Southwestern United States. To do so, the study uses interviews with open-ended questions involving hypothetical teaching scenarios that probe different areas of linguistics: phonology, grammar, pragmatics, and sociolinguistics. The general findings suggest that teachers use their linguistic knowledge and awareness in their teaching: such as, with sociolinguistics, in how they control the classroom and interact with students; with phonology, in how they teach pronunciation; with grammar, in how they edit students' writing and meet with students about their writing; and with pragmatics, in how they teach vocabulary usage and formal requests. Additionally, the results suggest that years of experience appear to be the largest factor in the application of linguistic knowledge and that contextual factors, like time and curriculum goals, also play a role. Moreover, in relation to teacher cognition, how a L2 teacher conceptualizes or defines linguistic terms also seemed to affect their awareness of the application of linguistic knowledge. In conclusion, it appears that L2 teachers' linguistic knowledge and TLingA help them to evaluate their students' needs and influence their lesson planning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01