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Iranian Journal of Applied Linguistics، جلد ۲۱، شماره ۱، صفحات ۶۷-۱۰۰
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| عنوان فارسی |
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| چکیده فارسی مقاله |
| 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. | |
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| کلیدواژه‌های فارسی مقاله |
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| عنوان انگلیسی |
Teacher Language Awareness from the Procedural Perspective: The Case of Novice versus Experienced EFL Teachers |
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| چکیده انگلیسی مقاله |
| 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. | |
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| کلیدواژه‌های انگلیسی مقاله |
Teacher language awareness, Procedural dimension, Novice EFL teachers, Experienced teachers, Pedagogical practice |
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| نویسندگان مقاله |
| Zahra Hesami
| Golnar Mazdayasna
| Ali Mohammad Fazilatfar
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| نشانی اینترنتی |
http://ijal.khu.ac.ir/browse.php?a_code=A-10-624-1&slc_lang=en&sid=1 |
| فایل مقاله |
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| کد مقاله (doi) |
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| زبان مقاله منتشر شده |
en |
| موضوعات مقاله منتشر شده |
تخصصی |
| نوع مقاله منتشر شده |
پژوهشی |
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