The Interface between Student Teacher Grammar Cognitions and Learner-Oriented Cognitions

Autor/inn/en	Graus, Johan; Coppen, Peter-Arno
Titel	The Interface between Student Teacher Grammar Cognitions and Learner-Oriented Cognitions
Quelle	In: Modern Language Journal, 101 (2017) 4, S.643-668 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
Schlagwörter	Grammar; Focus Groups; Interviews; Second Language Learning; Second Language Instruction; Graduate Students; Undergraduate Students; Foreign Countries; Decision Making; Teaching Methods; Schemata (Cognition); English (Second Language); Student Teachers; Language Teachers; Teacher Attitudes; Role; Communicative Competence (Languages); Student Characteristics; Personal Autonomy; Learning Motivation; Preferences; Teacher Educators; College Faculty; Cognitive Processes; Teacher Education; Netherlands + Suchen Sie Ihr Suchwort? Grammatik; Interviewing; Interviewtechnik; Zweitsprachenerwerb; Fremdsprachenunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Cognition; Schema; Kognition; English as second language; English; Second Language; Englisch als Zweitsprache; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Language teacher; Sprachunterricht; Lehrerverhalten; Rollen; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Individuelle Autonomie; Motivation for studies; Lernmotivation; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fakultät; Cognitive process; Kognitiver Prozess; Niederlande
Abstract	It is widely accepted that teacher cognitions--what teachers know, think, and believe--play a significant part in teachers' decision-making processes. The present study investigated the specific cognitions that 74 Dutch undergraduate and postgraduate student teachers of English as a foreign language (EFL) had on grammar instruction and how these interfaced with learner-oriented cognitions. Ten focus group interviews were held in which the necessity of grammar instruction, its role in the foreign language (FL) curriculum, and different approaches to grammar teaching were examined in relation to student teachers' perceptions of their learners. The results show that the participants considered explicit, systematic, and isolated grammar instruction a necessary condition not only for linguistic correctness but also for advanced communicative competence. Moreover, complex interactional patterns were identified between cognitions on meaning- and form-focused approaches on the one hand and learner characteristics on the other. Conceptions of the position and role of grammar in the FL classroom were found to be mediated by student teacher perceptions of learner autonomy, motivation, intellectual capabilities, needs, and instructional preferences. Awareness of these patterns may assist foreign language teacher educators in uncovering how their students operationalize grammar teaching, thereby creating opportunities to engage in deep, reflective processing of topics raised in grammar teaching courses and their link to teaching practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01