Teacher Cognition in Grammar Teaching: A Literature Review

Autor/in	Borg, Simon
Titel	Teacher Cognition in Grammar Teaching: A Literature Review
Quelle	In: Language Awareness, 12 (2003) 2, S.96-108 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
Schlagwörter	Cognitive Processes; Grammar; Schemata (Cognition); Second Language Instruction; Native Language Instruction; Knowledge Base for Teaching; Teaching Methods; Foreign Countries; Teacher Attitudes; Language Teachers; Metalinguistics; United Kingdom + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Grammatik; Cognition; Schema; Kognition; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrerverhalten; Language teacher; Sprachunterricht; Metalanguage; Metasprache; Großbritannien
Abstract	This paper reviews studies of teacher cognition in relation to the teaching of grammar in first, second, and foreign language classrooms. Teacher cognition encompasses a range of psychological constructs and these are reflected in the research reviewed here. Thus, in turn, I discuss studies of teachers' declarative knowledge about grammar, of their beliefs about teaching grammar, and of their knowledge as expressed through their grammar teaching practices. In addition to highlighting these different perspectives on the study of teacher cognition in grammar teaching, this review highlights key findings from the research and suggests directions for continuing inquiry in this field. (Contains 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10