A Collaboration-Mediated Exploration of Nonnative L2 Teachers' Cognition of Language Teaching Methodology

Autor/inn/en	Tajeddin, Zia; Aryaeian, Nafeeseh
Titel	A Collaboration-Mediated Exploration of Nonnative L2 Teachers' Cognition of Language Teaching Methodology
Quelle	In: Australian Journal of Teacher Education, 42 (2017) 6, S.81-99, Artikel 6 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Schemata (Cognition); English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Role; Student Role; Teacher Educators; Teaching Methods; Inservice Teacher Education; Teacher Collaboration; Class Activities; Communicative Competence (Languages); Group Discussion; Instructional Effectiveness; Foreign Countries; Indo European Languages; Teacher Attitudes; Comparative Analysis; Native Language; Focus Groups; Iran + Suchen Sie Ihr Suchwort? Cognition; Schema; Kognition; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerrolle; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Lehrerkooperation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Gruppendiskussion; Unterrichtserfolg; Ausland; Indoeuropäisch; Lehrerverhalten
Abstract	The present study sought to investigate nonnative L2 teachers' cognition of teaching methodology based on their collaborative talks. Participants were 12 nonnative EFL teachers categorized into three collaborative discussion groups by their teaching experience. Collaborative discussions were aimed at exploring the participants' cognition of language teaching methodology, including the criteria for the evaluation of teaching methodology, classroom activities, teaching language skills and subskills, teachers' roles, and learners' roles in general and communicative language teaching (CLT) in particular. Analysis of the data indicated that the teachers participating in each discussion group held largely similar cognition about most of the issues in teaching methodology and CLT. In addition, there were similarities between the High-experience and Mid-experience groups regarding their cognition of the advantages of CLT, teachers' roles, and learners' roles. The results of this study can help teacher educators design more effective teacher education courses and in-service programs to enhance EFL teachers' cognition of teaching methodology. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01