EFL Teachers' Conceptions of Speaking Competence in English

Autor/inn/en	Baleghizadeh, Sasan; Nasrollahi Shahri, Mohammad Naseh
Titel	EFL Teachers' Conceptions of Speaking Competence in English
Quelle	In: Teachers and Teaching: Theory and Practice, 20 (2014) 6, S.738-754 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2014.885702
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Teaching Methods; Language Teachers; Schemata (Cognition); Communicative Competence (Languages); Foreign Countries; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Cognition; Schema; Kognition; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland
Abstract	The present article lies at the intersection of research on teacher cognition and speaking competence in a second language. It is a qualitative analysis of teacher accounts of speaking in the context of English as a foreign language (EFL) in Iran. More specifically, the study is an exploration of three EFL teachers' conceptions of learning and teaching the speaking skill in English. The teachers represented varying levels of experience and education and were classified as experts and novices. Through juxtaposing teachers' views of how students should learn to speak and how the teachers themselves learned to speak English, the research study uncovers the interwoven nature of learning experience with teaching conceptions. It also unveils the images underpinning their conceptions of how to learn and teach speaking in an EFL context. The results also portray teachers as having unique ways of thinking of speaking while at the same time sharing certain patterns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10