A Mixed Approaches Method Used to Investigate Teacher Cognition of English Language Teaching

Autor/in	Hung, Nguyen Viet
Titel	A Mixed Approaches Method Used to Investigate Teacher Cognition of English Language Teaching
Quelle	In: English Language Teaching, 5 (2012) 11, S.161-180 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Mixed Methods Research; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Schemata (Cognition); Guidelines; Task Analysis; Language Teachers; Secondary School Teachers; Educational Quality; Textbooks; Beliefs; Foreign Countries; Teaching Methods; Case Studies; Questionnaires; Semi Structured Interviews; Vietnam + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Cognition; Schema; Kognition; Richtlinien; Aufgabenanalyse; Language teacher; Sprachunterricht; Quality of education; Bildungsqualität; Textbook; Text book; Schulbuch; Lehrbuch; Belief; Glaube; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Fragebogen
Abstract	This paper is a part in a bigger research project related to ELT quality in secondary schools in Vietnam since the implementation of the new series of English textbooks was officially passed by in 2006, and the innovated direction was paid to task-based language teaching (TBLT). The purpose of this paper is to make argumentation on why, what and how to use mixed approaches method to investigate two subdomains of teacher cognition - teacher perception and teacher belief. Firstly, an introduction in the research project and research questions about secondary school teacher perception of TBLT and teacher belief of textbooks is shortly made. Secondly, the question what the mixed approaches method are like is dealt with. Next, the question why the mixed approaches method should be used in investigating teacher cognition in general and teacher perception as well as teacher belief in particular is answered and illustrated by writer's framework of research paradigm for the suitability and applicability. Lastly, the question how the mixed approaches method should be implemented to answer the research project questions is clarified and argued for its suitability. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01