Teacher cognition in foreign language vocabulary teaching : a study of Iranian high school EFL teachers.
Notwithstanding the relevance of teacher cognition inquiries, which has already become a tradition in our field, and exploration made to the many covert aspects of second language (L2) teachers’ pedagogical thought processes, previous research has not fully taken vocabulary as a curricular area into...
| Main Authors: | , |
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| Format: | Article |
| Language: | English English |
| Published: |
Academy Publisher
2013
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| Online Access: | http://psasir.upm.edu.my/id/eprint/29024/1/Teacher%20cognition%20in%20foreign%20language%20vocabulary%20teaching.pdf |
| _version_ | 1796971454396366848 |
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| author | Gerami, Mohammad Reza Noordin, Nooreen |
| author_facet | Gerami, Mohammad Reza Noordin, Nooreen |
| author_sort | Gerami, Mohammad Reza |
| collection | UPM |
| description | Notwithstanding the relevance of teacher cognition inquiries, which has already become a tradition in our field, and exploration made to the many covert aspects of second language (L2) teachers’ pedagogical thought processes, previous research has not fully taken vocabulary as a curricular area into account from L2 teachers’ frame of reference. This inquiry sought to investigate vocabulary teaching approaches and challenges in some Iranian high schools from L2 teachers’ perspectives thorough a basic qualitative research design in which a multiple qualitative data collection methods has been employed. Participants were purposefully selected and data collected through this method has been the foundation for the ensuing and interpretation. Findings indicate that although participants possessed a good deal of knowledge about English language teaching in general and vocabulary instruction in particular, approaches they employed to teach vocabulary are not in congruence with their real beliefs and do not essentially include any metacognitive and socio-affective strategies. However, major problems L2 teachers face with in vocabulary teaching are identified to be either related to the educational system or to the contextual factors. |
| first_indexed | 2024-03-06T08:13:16Z |
| format | Article |
| id | upm.eprints-29024 |
| institution | Universiti Putra Malaysia |
| language | English English |
| last_indexed | 2024-03-06T08:13:16Z |
| publishDate | 2013 |
| publisher | Academy Publisher |
| record_format | dspace |
| spelling | upm.eprints-290242015-10-20T07:35:02Z http://psasir.upm.edu.my/id/eprint/29024/ Teacher cognition in foreign language vocabulary teaching : a study of Iranian high school EFL teachers. Gerami, Mohammad Reza Noordin, Nooreen Notwithstanding the relevance of teacher cognition inquiries, which has already become a tradition in our field, and exploration made to the many covert aspects of second language (L2) teachers’ pedagogical thought processes, previous research has not fully taken vocabulary as a curricular area into account from L2 teachers’ frame of reference. This inquiry sought to investigate vocabulary teaching approaches and challenges in some Iranian high schools from L2 teachers’ perspectives thorough a basic qualitative research design in which a multiple qualitative data collection methods has been employed. Participants were purposefully selected and data collected through this method has been the foundation for the ensuing and interpretation. Findings indicate that although participants possessed a good deal of knowledge about English language teaching in general and vocabulary instruction in particular, approaches they employed to teach vocabulary are not in congruence with their real beliefs and do not essentially include any metacognitive and socio-affective strategies. However, major problems L2 teachers face with in vocabulary teaching are identified to be either related to the educational system or to the contextual factors. Academy Publisher 2013-09 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/29024/1/Teacher%20cognition%20in%20foreign%20language%20vocabulary%20teaching.pdf Gerami, Mohammad Reza and Noordin, Nooreen (2013) Teacher cognition in foreign language vocabulary teaching : a study of Iranian high school EFL teachers. Theory and Practice in Language Studies , 3 (9). pp. 1531-1545. ISSN 1799-2591 http://ojs.academypublisher.com/index.php/tpls/issue/view/450 10.4304/tpls.3.9.1531-1545 English |
| spellingShingle | Gerami, Mohammad Reza Noordin, Nooreen Teacher cognition in foreign language vocabulary teaching : a study of Iranian high school EFL teachers. |
| title | Teacher cognition in foreign language vocabulary teaching : a study of Iranian high school EFL teachers. |
| title_full | Teacher cognition in foreign language vocabulary teaching : a study of Iranian high school EFL teachers. |
| title_fullStr | Teacher cognition in foreign language vocabulary teaching : a study of Iranian high school EFL teachers. |
| title_full_unstemmed | Teacher cognition in foreign language vocabulary teaching : a study of Iranian high school EFL teachers. |
| title_short | Teacher cognition in foreign language vocabulary teaching : a study of Iranian high school EFL teachers. |
| title_sort | teacher cognition in foreign language vocabulary teaching a study of iranian high school efl teachers |
| url | http://psasir.upm.edu.my/id/eprint/29024/1/Teacher%20cognition%20in%20foreign%20language%20vocabulary%20teaching.pdf |
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