An Armenian English Language Teacher's Practical Theory of Communicative Language Teaching

Autor/in	Feryok, Anne
Titel	An Armenian English Language Teacher's Practical Theory of Communicative Language Teaching
Quelle	In: System: An International Journal of Educational Technology and Applied Linguistics, 36 (2008) 2, S.227-240 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2007.09.004
Schlagwörter	Observation; Theory Practice Relationship; Foreign Countries; Grade 9; Language Teachers; English (Second Language); Teaching Methods; Second Language Instruction; Second Language Learning; Communicative Competence (Languages); Context Effect; Interviews; Schemata (Cognition); Armenia + Suchen Sie Ihr Suchwort? Beobachtung; Theorie-Praxis-Beziehung; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Zweitsprachenerwerb; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Interviewing; Interviewtechnik; Cognition; Schema; Kognition; Armenien
Abstract	Previous studies have shown that teacher cognitions and practices can be inconsistent, particularly with claims about communicative teaching practices. This article describes the practical theory of a state school EFL teacher in Armenia who claimed to be using a communicative approach to language teaching by considering her stated cognitions and observed practices and the contextual factors that influenced them. Data included six months of e-mail interviews, two on-site classroom observations, and one on-site interview; this study will focus on the observation of a grade 9 lesson which the teacher described as communicative. Analysis of the interview data shows that the teacher articulated a cohesive, coherent practical theory. The observation showed that she implemented many of her stated cognitions; however, some cognitions appeared to diverge in practice. Both her cognitions and practices were influenced by her understanding of the context in which she worked; meeting different expectations in particular may have contributed to the divergence between cognitions and practices. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10