Literaturnachweis - Detailanzeige
Autor/in | Feryok, Anne |
---|---|
Titel | An Armenian English Language Teacher's Practical Theory of Communicative Language Teaching |
Quelle | In: System: An International Journal of Educational Technology and Applied Linguistics, 36 (2008) 2, S.227-240 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0346-251X |
DOI | 10.1016/j.system.2007.09.004 |
Schlagwörter | Observation; Theory Practice Relationship; Foreign Countries; Grade 9; Language Teachers; English (Second Language); Teaching Methods; Second Language Instruction; Second Language Learning; Communicative Competence (Languages); Context Effect; Interviews; Schemata (Cognition); Armenia Beobachtung; Theorie-Praxis-Beziehung; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Zweitsprachenerwerb; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Interviewing; Interviewtechnik; Cognition; Schema; Kognition; Armenien |
Abstract | Previous studies have shown that teacher cognitions and practices can be inconsistent, particularly with claims about communicative teaching practices. This article describes the practical theory of a state school EFL teacher in Armenia who claimed to be using a communicative approach to language teaching by considering her stated cognitions and observed practices and the contextual factors that influenced them. Data included six months of e-mail interviews, two on-site classroom observations, and one on-site interview; this study will focus on the observation of a grade 9 lesson which the teacher described as communicative. Analysis of the interview data shows that the teacher articulated a cohesive, coherent practical theory. The observation showed that she implemented many of her stated cognitions; however, some cognitions appeared to diverge in practice. Both her cognitions and practices were influenced by her understanding of the context in which she worked; meeting different expectations in particular may have contributed to the divergence between cognitions and practices. (Author). |
Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |