From Effective Lecturing Behaviour to Hidden Cognitions: A Preliminary Model Explaining the Language-Teaching Methodology Interface

Autor/in	Bier, Ada
Titel	From Effective Lecturing Behaviour to Hidden Cognitions: A Preliminary Model Explaining the Language-Teaching Methodology Interface
Quelle	In: Innovation in Language Learning and Teaching, 16 (2022) 4-5, S.351-365 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bier, Ada)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2068555
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Schemata (Cognition); Teaching Methods; Correlation; Pragmatics; Morphology (Languages); Language of Instruction; Foreign Countries; Lecture Method; Higher Education; International Cooperation; Educational Cooperation; International Education; Student Mobility; College Faculty; Faculty Development; Language Variation; Computational Linguistics; Discourse Analysis; Italy + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Cognition; Schema; Kognition; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Pragmalinguistik; Morphology; Morphologie; Teaching language; Unterrichtssprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Internationale Erziehung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Fakultät; Sprachenvielfalt; Linguistics; Computerlinguistik; Diskursanalyse; Italien
Abstract	This contribution reports on the findings of a project whose aim was to explore the construct of the language-teaching methodology interface (LTMI) in lecturing through English. Evidence of its existence will be provided and implications for teacher training will be considered. On the assumption that the LTMI can be characterised by the co-existence of a practical and a cognitive dimension, in previous contributions we focused on such elements. First, following Björkman ([2011] "Pragmatic Strategies in English as an Academic Lingua Franca: Ways of Achieving Communicative Effectiveness?." Journal of Pragmatics 43 (4): 950-964), we carried out an intensive analysis of a number of observed lectures with the aim of exploring the interplay between the use of pragmatic strategies and non-standardness at the morphosyntax level in EMI lectures in an Italian context. Afterwards, through qualitative analysis of semi-structured interviews, we sought to uncover those conditions lying underneath observable behaviour. In the present contribution, first, the extensive analysis of observed lectures is described. Second, steps taken within the framework of "fuzzy-set Qualitative Comparative Analysis" (Ragin [2000] "Fuzzy-set Social Science." Chicago, IL: University of Chicago Press, [2008] "Redesigning Social Inquiry. Fuzzy Sets and Beyond." Chicago, IL: University of Chicago Press) to analyse all findings obtained are illustrated. Empirical findings seem to support the claim according to which the two dimensions of "language" and "teaching methodology" do have blurred boundaries: the results obtained may therefore be interpreted as a first confirmation of the existence of the multifaceted construct of the LTMI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01