Original article | Turkish Journal of Teacher Education 2019, Vol. 8(1) 32-45
Teacher cognition and teaching grammar at tertiary level
Bekir Canli, Ismail Cakir
pp. 32 - 45 | Manu. Number: MANU-1905-20-0009.R1
Published online: June 30, 2019 | Number of Views: 105 | Number of Download: 979
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 Harvard Chicago 16th edition |
| References |
|---|
|
Andrews, S. (1999) All these like little name things: A comparative study of language instructors’ explicit knowledge of grammar and grammatical terminology. Language Awareness 8,143–59. Arıoğul, S. (2007). Understanding foreign language teachers' practical knowledge: What's the role of prior language learning experience?. Journal of Language and Linguistic Studies, 3(1). 168-181. Bloor, T. (1986) What do language students know about grammar? British Journal of Language Teaching 24, 157–160. Borg, S. (1999). Studying teacher cognition in second language grammar teaching. System, 27(1), 19-31. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language instructors think, know, believe, and do. Language teaching, 36(02), 81-109. Burgess, J. and Etherington, S. (2002) Focus on grammatical form: Explicit or implicit? System 30, 433–458. Cabaroglu, N., & Roberts, J. (2000). Development in student instructors' pre-existing beliefs during a 1-year PGCE programme. System, 28(3), 387-402. Cognition: Definition of Cognition in English by Lexico Dictionaries.” Lexico Dictionaries | English, Lexico Dictionaries, en.oxforddictionaries.com/definition/cognition. Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. Routhledge Falmer, London Cohen, L., Manion, L., Morrison, K., & Morrison, R. B. (2007). Research methods in education, Routledge. Creswell, J. W. (1994). Research design: Qualitative & quantitative approaches. Thousand Oaks, CA, US: Sage Publications, Inc. Criado, R. (2013). A critical review of the presentation-practice-production model (PPP) in foreign language teaching. Homenaje a Francisco Gutiérrez Díez, 97-115. Eisenstein-Ebsworth, M. & Schweers, C.W. (1997) What researchers say and practitioners do: Perspectives on conscious grammar instruction in the ESL classroom. Applied Language Learning 8, 237–260. Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. A perspective from North American educational research on teacher education in English language teaching. Language teaching, 35(1), 1-13. Gebhard, J. G. (1999). Seeing teaching differently through observation. In J. G. Gebhard, & R. Oprandy (Eds.), Language teaching awareness: a guide to exploring beliefs and practices (pp.35-58). Cambridge: Cambridge University Press. Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in second‐language teachers' development. Teachers and Teaching, 10(3), 307-327. Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277-1288. Johnston, B. and Goettsch, K. (2000) In search of the knowledge base of language teaching: Explanations by experienced instructors. Canadian Modern Language Review 56, 437–468. London: Routledge Falmer. Nishimuro, M., & Borg, S. (2013). Teacher cognition and grammar teaching in a Japanese high school. JALT journal, 35(1), 29-50. Önalan, O. (2018) EFL teachers ‘perceptions about teaching grammar: a comparative study between novice and experienced teachers. Kara Harp Okulu Bilim Dergisi, 28(1), 109-125. Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390. Richards, J. C. (2008). Second language teacher education today. REL journal, 39(2), 158-177. Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta‐analysis. Language Learning, 60(2), 263-308. Tomlinson, B. (Ed.). (2011). Materials development in language teaching. Cambridge University Press. Tongco, M.D.C. (2007). Purposive sampling as a tool for informant selection. Ethnobotany Research and applicant, 5, 147-158. |
