Dr. Mehmet Küçük   |  e-ISSN: 2147-5156

Original article | Turkish Journal of Teacher Education 2019, Vol. 8(1) 32-45

Teacher cognition and teaching grammar at tertiary level

Bekir Canlı, İsmail Çakır

pp. 32 - 45   |  Manu. Number: MANU-1905-20-0009.R1

Published online: June 30, 2019  |   Number of Views: 35  |  Number of Download: 201


Abstract

This study aims to investigate the teacher cognition and teaching grammar at tertiary level. For the purpose of the study, a qualitative research was carried out. The study utilized a purposeful sampling and three experienced EFL instructors participated in this study. Data were collected by means of semi-structured pre-observation interviews, classroom observations, and semi-structured post-observation interviews. The study results revealed that EFL instructors’ cognition and teaching grammar are strongly related to their own experience and circumstantial factors. Although the instructors were aware of the current ELT teaching methods, they had to teach English grammar by traditional methods for a number of reasons. The results of the study suggested that EFL instructors might update their existing grammar knowledge and teaching methods in the light of recent development in the field. Also, the instructors need to benefit from the professional development opportunities in order to reconsider their current teaching practices and modify them with more effective teaching activities. This may enhance the teacher cognition and teaching grammar.   

Keywords: Teacher Cognition; Teaching Grammar; Grammar Teaching Practices


How to Cite this Article?

APA 6th edition
Canli, B. & Cakir, I. (2019). Teacher cognition and teaching grammar at tertiary level . Turkish Journal of Teacher Education, 8(1), 32-45.

Harvard
Canli, B. and Cakir, I. (2019). Teacher cognition and teaching grammar at tertiary level . Turkish Journal of Teacher Education, 8(1), pp. 32-45.

Chicago 16th edition
Canli, Bekir and Ismail Cakir (2019). "Teacher cognition and teaching grammar at tertiary level ". Turkish Journal of Teacher Education 8 (1):32-45.

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