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Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system.
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| 22 |
Teacher cognition in university CLIL: linguistic life stories of university CLIL professors
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| 23 |
Exploring Second Language Writing Teacher Cognition
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In: Applied Linguistics and English as a Second Language Dissertations (2011)
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| 24 |
Pronunciation Pedagogy: Second Language Teacher Cognition and Practice
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In: Applied Linguistics and English as a Second Language Dissertations (2011)
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Abstract:
Over the past few decades, increasing research has examined the cognitions (knowledge and beliefs) of second language (L2) teachers. Such efforts have provided insight into what constitutes teachers' beliefs and knowledge about teaching, how these cognitions have developed and how they are reflected in classroom practice (see Borg, 2006). Although numerous studies have been conducted into the curricular areas of L2 grammar and, to a lesser extent, L2 literacy, far fewer have examined L2 teachers' cognitions concerning L2 pronunciation instruction. The purpose of the present study, therefore, was to explore some of the dynamic relationships that exist between L2 teachers’ cognitions and actual pedagogical practices, how these cognitions have developed over time, and what relationships exist between both students’ and teachers’ perceptions. In the study, the cognitions and practices - as they relate to the teaching of L2 pronunciation - of five experienced teachers in an Intensive English program were investigated. The teachers participated in three types of data collection procedures over one semester - three semi-structured interviews, five classroom observations, and two stimulated recall interviews. Also, their students completed questionnaires. Findings revealed that, in terms of the development of teachers' cognitions, a graduate course dedicated to pronunciation pedagogy had the greatest impact of the teachers’ cognitions. In addition, all teachers experienced some degree of insecurity about teaching pronunciation. This was especially true for teachers who had never taken a course in pronunciation pedagogy. Yet even those teacher with specific training in pronunciation pedagogy lacked confidence in certain areas, especially in how to diagnose and address problems with pronunciation. Furthermore, some of the teachers were hesitant to assess students' pronunciation, fearing that negative feedback might be damaging to the learners' identities. However, through viewing the results of the student questionnaires, the participant-teachers were surprised to learn that students favored receiving explicit feedback in class in front of their peers over other types of feedback. One final major finding was that the teachers predominantly employed controlled techniques when teaching pronunciation and that, of all the techniques used, guided techniques were used less frequently.
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Keyword:
Applied Linguistics; Classroom research; First and Second Language Acquisition; Pronunciation teaching; Teacher beliefs; Teacher cognition
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URL: https://scholarworks.gsu.edu/alesl_diss/16
https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1017&context=alesl_diss
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| 25 |
Exploring tensions between teachers' grammar teaching beliefs and practices
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| 26 |
Spanish lecturers’ beliefs about English medium instruction: STEM versus Humanities
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