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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 Hits 61 – 80 of 106 61 Target language use in Modern Language classrooms: perception and change among newly qualified teachers in Scotland Lynch, Michael Patrick. - : The University of Edinburgh, 2015 BASE Show details 62 Bridging the mismatches between the lecturers’ and students’ beliefs about the value of written feedback on their assignments: A Private Malaysian University Case Study Ng, Judy/Miang Koon. - : University of Waikato, 2015 BASE Show details 63 Investigating teachers’ implementation of the task-based curriculum from a teacher cognition perspective: A case study of a Vietnamese upper-secondary school Tran, Giang Nam. - : Faculty of Social Sciences, 2015 In: University of Wollongong Thesis Collection 1954-2016 (2015) Abstract: Over the last decade, task-based language teaching (TBLT) has become a central focus in second/foreign language education policy in Asian-Pacific countries (Adams & Newton 2009; Butler 2011; Littlewood 2007). Governments in the region have designated TBLT as the official discourse in second/foreign language curriculum innovation and teachers across different educational contexts are expected to adopt TBLT in their classes. The teachers’ central role in the implementation of the curriculum has consequently led to growing research interest into English language teacher cognition (i.e., teachers’ beliefs, knowledge and thinking) in relation to TBLT in the region (Canh 2011; Sakui 2004; Yook 2010) as teacher cognition is considered to be a prominent factor in the successful implementation of curricula (Borg 2006). To date, several studies have explored teachers’ implementation of curricula, but they have focused primarily on only one of two major components of teacher cognition, namely their beliefs (Canh 2011; Viet 2013); no studies in the Vietnamese context have yet examined teacher cognition with the purpose exploring both their beliefs and knowledge – two major components of teacher cognition, according to the literature (Borg 2003, 2006). Furthermore, previous studies focused on teacher cognition about Task Based Language Teaching (TBLT) as part of the teaching methodology rather than the guiding approach that informs the curricular content, teaching pedagogy and learner assessment with regards to the introduction of tasks. Given that the task-based curriculum is designed on the three-dimensional interface of curriculum content, teaching pedagogy and learner assessment (Nunan 2004), there is a critical gap in the literature regarding this interface. In the current curriculum innovation in Vietnam, TBLT is used as an overarching discourse defining the curricular content, classroom pedagogy and learner assessment (Van et al 2006a, 2006b). Even now, what the Vietnamese teachers know, believe and practise in the classroom in relation to these dimensions of the curriculum innovation still remains unclear. This qualitative case study fills the research gap in the literature by exploring Vietnamese teachers’ implementation of the task-based curriculum from a teacher cognition perspective. Drawing on a combined framework of Shulman’s (1986, 1987) categories of teacher curricular knowledge and pedagogical content knowledge and Bernstein’s (1990, 2000) notion of pedagogic discourse, this research project examined the participating teachers’ cognitions and classroom practices regarding the curriculum in the three dimensions (i.e., curricular content, teaching pedagogy and learner assessment) that the curriculum innovation entailed. In particular, this study looked at three research questions: 1. What cognitions do the participating teachers hold about the task-based curriculum in a Vietnamese upper secondary school? 2. How do the participating teachers’ cognitions permeate their classroom practices? 3. To what extent are the teachers’ cognitions reflected in their classroom testing practices? A case study of six teachers was conducted for the current investigation. Empirical data was collected from interviews (semi-structured interviews and informal conversations), lesson plans, classroom observations, and documents (e.g., textbooks, curriculum guidelines, and test papers). The data was transcribed into the original language that the teachers used (both English and Vietnamese) and analysed using a qualitative thematic approach (Braun & Clarke 2006; Guest et al. 2012). The findings from the interview data indicated that teachers’ cognitions, classroom practices and assessment all mirrored a structural approach that privileges form over meaning. Specifically, the teachers conceived the curricular content in terms of discrete linguistic items, paying minimal attention to a topic-based content that the curriculum was modelled on. For those teachers, learning English means rote memorization of linguistic items which should be prioritized over students’ communicative skills. Further data from the lesson plans and classroom observations showed a similar focus-on-forms approach. In teaching, the majority of the teachers selected vocabulary-based, closedended and form-focused activities. In addition, these activities were organized in a formfocused sequence, reflecting the conventional Presentation – Practice – Production (PPP) teaching model (Byrne 1986), which is not aligned with that advocated by a TBLT framework of practice (Skehan 1996; Willis 1996). Analysis of data from testing practices indicated that the teachers’ assessment focused on discrete linguistic items and precision of language production at the word and sentence levels, aligning with the focuson- forms approach that the teachers described and delivered in classes. In light of Bernstein’s (1990, 2000) pedagogic discourse, the findings reported from the teachers’ curriculum, pedagogy and assessment showed that discrete linguistic knowledge, rather than tasks, dominated their cognitions and classroom practices. It was likely that the teachers responded to the influence of the examinations, and prioritized the importance of examinations in their classroom teaching. As a result, the teachers’ classroom practices deviated from the underlying purpose behind the TBLT approach in the curriculum innovation, and instead aligned with a ‘teaching-to-the-test’ approach (e.g., Popham 2001) in their implementation of the task-based curriculum. The findings reported in this study serve to enrich our academic understanding in the field of teacher cognition research from a combined framework of Shuman’s (1986, 1987) concept of teachers’ knowledge and Bernstein’s (1990, 2000) notion of pedagogic discourse, suggesting a rethinking of teacher cognition research which is situated in a local setting. More importantly, this thesis provides empirical evidence for language education policy makers, curriculum leaders, test designers, and teacher trainers to consider in relation to the implementation of the task-based curriculum, and suggestions for making the curriculum innovation a success in local classroom contexts. Keyword: assessment; curriculum; pedagogic discourse; pedagogy; task-based language teaching; teacher cognition URL: https://ro.uow.edu.au/theses/4579 https://ro.uow.edu.au/cgi/viewcontent.cgi?article=5590&context=theses BASE Hide details 64 Grounded narrative inquiry into language teacher cognition: Stories and case studies on English language teaching in South Korea Moodie, Ian. - : University of Otago, 2015 BASE Show details 65 Healing Our Race-Linked Wounds Ferguson, Carroy U In: Carroy U "Cuf" Ferguson, Ph.D. (2015) BASE Show details 66 Exploring professional collaboration at the boundary between content and language teaching from a CHAT approach Emilee Moore; Joan Ploettner; Mandy Deal In: Ibérica, Vol 30, Pp 85-103 (2015) (2015) BASE Show details 67 "Je fais le clown" ; "Je fais le clown": l’humour comme ressource de l’agir professoral Muller, Catherine In: L’école du rire ; https://hal.archives-ouvertes.fr/hal-01933999 ; Ahr, Sylvianne and François-Denève, Corinne. L’école du rire, Presses Universitaires de Namur, pp.169-184, 2014, Diptyque (2014) BASE Show details 68 Ambivalence, adaptation et résistance ; Ambivalence, adaptation et résistance: Lorsque l'enseignant de langue est confronté à des réactions non planifiées d'apprenants Muller, Catherine; Delorme, Vera In: ISSN: 0994-6632 ; Le Français dans le monde. Recherches et applications ; https://hal.archives-ouvertes.fr/hal-01934006 ; Le Français dans le monde. Recherches et applications, CLE International / Français dans le monde, 2014, Pensée enseignante et didactique des langues, pp.33-47 (2014) BASE Show details 69 A Mixed Methods Investigation of ESOL Teacher Advocacy: It's Not Going in and Just Teaching English ... Linville, Heather A.. - : Maryland Shared Open Access Repository, 2014 BASE Show details 70 Personal Practical Knowledge of Graduate Spanish-Teaching Assistants: An Issue of Experience Yanez-Pinto, Nancy In: Applied Linguistics and English as a Second Language Dissertations (2014) BASE Show details 71 A Mixed Methods Investigation of ESOL Teacher Advocacy: It's Not Going in and Just Teaching English Linville, Heather A.. - : University of Maryland, Baltimore County (UMBC), 2014 In: Linville_umbc_0434D_11034.pdf (2014) BASE Show details 72 La enseñanza bilingüe a partir de las representaciones del profesorado : un estudio integrado Travé González, Gabriel. - : Universidad de Huelva, 2014 BASE Show details 73 Teachers’ Reported Beliefs about the role of Grammar, and their Observed Pedagogical Practices of Foreign Languages Teaching in England Liviero, Sara. - : University of Exeter, 2014. : College of Social Sciences and International Studies, Graduate School of Education, 2014 BASE Show details 74 Affective dimension of university professors about their teaching : an exploration through the semantic differential technique Badia Garganté, Antoni; Meneses, Julio; Monereo i Font, Carles. - 2014 BASE Show details 75 Teachers' cognitions regarding distinctive characteristics of EFL teachers and teaching Jungwirth, Amelie-Anna. - 2014 BASE Show details 76 Teachers' subjective perspectives on foreign language vocabulary learning and teaching Weimer-Stuckmann, Gerlinde. - : University of Waterloo, 2014 BASE Show details 77 TBLT and Teacher education: from practice to theory McAllister, Julie In: TBLT 2013 - International Conference on Task-Based Language Teaching ; https://halshs.archives-ouvertes.fr/halshs-01470846 ; TBLT 2013 - International Conference on Task-Based Language Teaching, University of Alberta, Oct 2013, Banff, Canada ; http://www.tblt2013.ualberta.ca/ (2013) BASE Show details 78 The institutional and beyond: On L2 teachers' identity display in L2 classrooms Aguilar Río, Jose Ignacio In: Social Identities and Multiple Selves in Foreign Language Education ; https://hal.archives-ouvertes.fr/hal-00761009 ; Damian J. Rivers et Stephanie Ann Houghton. Social Identities and Multiple Selves in Foreign Language Education, Bloomsbury Academic, pp.13-32, 2013, 9781441160645 ; http://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/ (2013) BASE Show details 79 De l’influence de l’expérience sur l’agir enseignant Muller, Catherine In: ISSN: 0339-7513 ; Éducation permanente ; https://hal.archives-ouvertes.fr/hal-01934015 ; Éducation permanente, Arcueil : Éducation permanente, 2013, 196, pp.129-138 (2013) BASE Show details 80 La pensée enseignante à la lumière de la théorie de l'activité de Vygotsky Xue, Lin In: Actes des 16èmes Rencontres Jeunes Chercheurs en Sciences du Langage : Modèles et modélisation dans les sciences du langage ; 16èmes Rencontres Jeunes Chercheurs (RJC 2013) : Modèles et modélisation dans les sciences du langage ; https://hal.archives-ouvertes.fr/hal-00964935 ; 16èmes Rencontres Jeunes Chercheurs (RJC 2013) : Modèles et modélisation dans les sciences du langage, May 2013, Paris, France. pp.43-53 (2013) BASE Show details Page: 1 2 3 4 5 6

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