Journal title
عنوان نشریه
Literature & Humanities
http://ijal.khu.ac.ir
1
admin
doi
en
jalali
1397
1
1
gregorian
2018
4
1
21
1
online
1
fulltext
en
Teacher Language Awareness from the Procedural Perspective: The Case of Novice versus Experienced EFL Teachers
Teacher Language Awareness from the Procedural Perspective: The Case of Novice versus Experienced EFL Teachers
تخصصي
Special
پژوهشي
Research
<table align="left" cellpadding="0" cellspacing="0" hspace="0" vspace="0">
<tbody>
<tr>
<td align="left" style="padding-top:0cm;padding-right:9.0pt;padding-bottom:0cm;padding-left:9.0pt;vertical-align:top;"><span style="color:black;"><span style="font-family:times new roman,serif;">Despite the abundance of research on ELT teachers, little is known about teacher language awareness (TLA) with focus on its impact on pedagogical practice in the EFL context. To fill this gap, an in-depth study was conducted to examine the procedural dimension of TLA among eight EFL teachers with different teaching experiences (novice versus experienced) related to teaching grammar at Iranian language institutes. Data were collected through non-participant classroom observations and stimulated recall interviews (of at least 7 lessons per teacher) from eight EFL teachers at three private language institutes in Iran. The findings revealed the experienced teachers’ application of TLA in their pedagogical practices in comparison to their novice counterparts. Most importantly, the application of TLA in classrooms was affected by factors, such as context, time constraints, learners’ emotions, and previous experiences as learners and teachers. This study may expand the current understanding of TLA and its impact on grammar teaching and have implications for language teacher education and development.</span></span></td>
</tr>
</tbody>
</table>
<div style="clear:both;"></div>
<table align="left" cellpadding="0" cellspacing="0" hspace="0" vspace="0">
<tbody>
<tr>
<td align="left">Despite the abundance of research on ELT teachers, little is known about teacher language awareness (TLA) with focus on its impact on pedagogical practice in the EFL context. To fill this gap, an in-depth study was conducted to examine the procedural dimension of TLA among eight EFL teachers with different teaching experiences (novice versus experienced) related to teaching grammar at Iranian language institutes. Data were collected through non-participant classroom observations and stimulated recall interviews (of at least 7 lessons per teacher) from eight EFL teachers at three private language institutes in Iran. The findings revealed the experienced teachers’ application of TLA in their pedagogical practices in comparison to their novice counterparts. Most importantly, the application of TLA in classrooms was affected by factors, such as context, time constraints, learners’ emotions, and previous experiences as learners and teachers. This study may expand the current understanding of TLA and its impact on grammar teaching and have implications for language teacher education and development.</td>
</tr>
</tbody>
</table>
<div style="clear:both;"></div>
Teacher language awareness, Procedural dimension, Novice EFL teachers, Experienced teachers, Pedagogical practice
Teacher language awareness, Procedural dimension, Novice EFL teachers, Experienced teachers, Pedagogical practice
67
100
http://ijal.khu.ac.ir/browse.php?a_code=A-10-624-1&slc_lang=en&sid=1
Zahra
Hesami
Zahra
Hesami
10031947532846001340
10031947532846001340
No
Golnar
Mazdayasna
Golnar
Mazdayasna
10031947532846001341
10031947532846001341
Yes
Ali Mohammad
Fazilatfar
Ali Mohammad
Fazilatfar
10031947532846001342
10031947532846001342
No