An In-Depth Exploration of EFL Teachers' Grammar Teaching Cognition

Autor/inn/en	Setoodeh, Khalegh; Jadidi, Esmaeil; Rassaei, Ehsan
Titel	An In-Depth Exploration of EFL Teachers' Grammar Teaching Cognition
Quelle	In: International Journal of Language Education, 4 (2020) 2, S.309-321 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2548-8457
Schlagwörter	Grammar; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Decision Making; Schemata (Cognition); Foreign Countries; Teacher Behavior; Communicative Competence (Languages); Teacher Attitudes; Role; Feedback (Response); Error Correction; Iran + Suchen Sie Ihr Suchwort? Grammatik; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Cognition; Schema; Kognition; Ausland; Teacher behaviour; Lehrerverhalten; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Rollen; Korrektur
Abstract	L2 research, during the last two decades, has almost abandoned studying the appropriacy of methodologies and techniques to focus more on the underlying derives for teachers' pedagogical decision makings inside the class. Borg's (2003) ideas of the role of teachers' cognition in their adaptation and adoptation of teaching techniques and activities have noticeably influenced L2 professional research community. This study, in line with the recent trend, is designed and conducted to elicit EFL teachers' grammar teaching cognition to have more comprehensive accounts of teachers' behaviors in the class. In so doing, a Likert scale 25-item questionnaire developed by Naashia (2006) was administered to 177 Iranian EFL teachers. The results indicated that EFL teachers are currently more inclined toward communicative focus on grammar in which grammar instruction is marginalized to have learners naturally act out linguistics rules while performing communicative tasks. (As Provided).
Anmerkungen	International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01