Teacher Cognition and Grammar Teaching in the Saudi Arabian Context

Autor/in	Ahmad, Iftikhar
Titel	Teacher Cognition and Grammar Teaching in the Saudi Arabian Context
Quelle	In: English Language Teaching, 11 (2018) 12, S.45-57 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Grammar; Native Language; Gender Differences; Foreign Countries; Language Teachers; Schemata (Cognition); Teaching Methods; Saudi Arabia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Grammatik; Geschlechterkonflikt; Ausland; Language teacher; Sprachunterricht; Cognition; Schema; Kognition; Teaching method; Lehrmethode; Unterrichtsmethode; Saudi-Arabien
Abstract	While much has been written about teacher cognition in grammar teaching, research investigating non-native English as a Foreign Language (EFL) teacher cognition in grammar teaching remains limited. This study intends to investigate non-native EFL teacher cognition in teaching grammar to university students in the Saudi Arabian context. More specifically, the study examines the interplay between these teachers' beliefs and practices in grammar teaching across mother tongue and gender. For this purpose, the study used mixed methods design, and employed a five-point Lickert scale questionnaire triangulated by a structured classroom observations checklist. Sixty teachers were selected for questionnaire, based on stratified random sampling; while eight teachers were observed multiple times. Teachers' selection for observations was based on purposive sampling. Both types of data were analysed statistically using Statistical Package for Social Sciences (SPSS). Descriptive analyses and independent-samples t-tests were employed. The results of independent samples t-tests indicated that there were no statistically significant differences in the beliefs of teachers across mother tongue and gender. The main finding of the study, revealed through descriptive analysis of the data, is that beliefs and practices of teachers across mother tongue and gender were at odds resulting into weak teacher cognition. The study suggests pedagogical implications for improved teacher cognition and hence, better grammar teaching in the Saudi Arabian context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01