Santiago Sanchez, Hugo (2010) An investigation into the relationships among experience, teacher cognition, context, and classroom practice in EFL grammar teaching in Argentina. PhD thesis, University of Warwick.

Preview

PDF WRAP_THESIS_Sanchez_2010.pdf - Requires a PDF viewer. Download (1608Kb)

Request Changes to record.

Abstract

Language teacher cognition has been an area of research interest for
more than three decades, diversifying in recent years into a wide range of
academic areas such as teacher development, initial teacher education, grammar
teaching, literacy instruction, task-based learning, phonology, testing, technology,
and classroom research. Much of this research, however, has been based in
private language institutes or universities in developed countries, especially
English-speaking ones, and has focused on identifying and describing individual
teacher cognitions mostly in novice native-speaker practitioners. The present
study aims to help redress this tendency by examining the cognitions and
experiences, and the relationships among them, of two experienced non-native
speaker teachers of English working at a state secondary school in Argentina.
Using multi-methods such as semi-structured interviews, autobiographical
accounts, classroom observation, stimulated recall, teacher diaries, and a
grammaticality judgement task, this research project explores the teachers’ prior
language learning experiences, knowledge about grammar, and grammar-related
pedagogical knowledge in relation to their actual grammar teaching practices. In
addition, there is a focus on the role which contextual factors play in shaping the
application of these experiential and cognitive constructs, and on the interplay
among these factors to help define the teachers’ grammar pedagogical decisions
and actions. The findings reveal that experiential and cognitive factors appear to
account for the major differences between these teachers’ teaching theories,
practices, and rationales; whereas context-bound influences explain the
similarities between their classroom instructional actions. They also show that
language teacher cognition is informed by different sources (the teachers’
personal and prior educational history, their professional education, and their
accumulated experience) and that teachers construct a context, instantiated by
the interaction between their language teacher cognition and the contextual
factors inside and around the classroom, which mediates between their
cognitions and practice. These results carry direct implications for those involved
in teacher cognition, language teacher research, teacher education, and
materials design.

Item Type:	Thesis (PhD)
Subjects:	L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Library of Congress Subject Headings (LCSH):	English language -- Grammar -- Study and teaching -- Argentina, Cognition
Official Date:	July 2010
Dates:	Date Event July 2010 Submitted
Institution:	University of Warwick
Theses Department:	Centre for Applied Linguistics
Thesis Type:	PhD
Publication Status:	Unpublished
Extent:	x, 307 leaves : ill.
Language:	eng

Request changes or add full text files to a record

Repository staff actions (login required)

View Item

Downloads