Abstract
<p>In recent years, a great number of attempts have been made on teachers’ cognition with the aim of understanding the complications reinforcing the teachers’ cognitions and their classroom practices. Such studies shed light on how teachers’ cognitions expand over time and how they are reflected in their classroom practices. The aim of the present study was to investigate Iranian EFL teachers’ cognition particularly in terms of the pronunciation techniques they apply in the oral communication classrooms and their knowledge about their language learners’ characteristics. To achieve the goals of the study, the cognitions of five English teachers in the oral communication classrooms were explored. The teachers were requested to answer two semi-structured interviews to obtain the data about their cognitions regarding the pronunciation techniques. Furthermore, their students were asked to fill out a questionnaire to express their opinions about the techniques applied by their teachers during instruction of English pronunciation. The qualitative and quantitative results showed that there was an intricate relationship between language teachers’ experience with their cognitions about their language learners. Moreover, those teachers who were in higher level language courses showed to have broader cognitions about both the techniques they used in classrooms and the language learners’ characteristics as well.</p>
Highlights
In recent years, a great number of attempts have been made on teachers’ cognition with the aim of understanding the complications reinforcing the teachers’ cognitions and their classroom practices (Baker, 2014)
This part is divided into two sections; in the first section, the breadth of teachers’ knowledge about the types of techniques they use, their beliefs about these techniques, and the degree to which each of these techniques were used in the classrooms were dealt with
In order to answer the first research question, the teachers were invited to an interview session in which the interviewer asked them to express some of techniques they frequently use in their teaching pronunciation, those which enhance language learners’ pronunciation skill
Summary
A great number of attempts have been made on teachers’ cognition with the aim of understanding the complications reinforcing the teachers’ cognitions and their classroom practices (Baker, 2014). The perception of teacher cognition includes a variety of notions like teachers’ knowledge, perceptions, beliefs and attitudes towards their actual performances and practices in a specific context. The data reported in the literature shed more light on the modules and components of teachers’ beliefs and knowledge, the way their cognitions have extended and how they are expressed in their classroom practices (Borg & Burns, 2008; Borg, 2006). Little research study ever exists on teachers’ cognitions regarding pronunciation techniques they utilize in their EFL classrooms. The question posed here is that whether Iranian EFL teachers employ specific attitudes, knowledge or beliefs toward teaching pronunciation and if so what they are
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