Studying teacher cognition in second language grammar teaching  

Oleh:

Borg, S.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 27 no. 1 (Mar. 1999), page 19-31.
Topik: Teacher cognition; Teacher thinking; Grammar teaching; Second language teaching; Classroom research
Fulltext: Borg_S.pdf (99.11KB)

Isi artikel

Although formal instruction in second language (L2) teaching has been extensively researched in the last 20 years, this work tells us little about the actual processes of grammar teaching as these are perceived by teachers. At the same time, educational research has shown that much can be learned about the nature of instruction through the study of teacher cognitionÐthe store of beliefs, knowledge, assumptions, theories, and attitudes about all aspects of their work which teachers hold and which have a powerful impact on teachers' classroom practices. Studies of teacher cognition have also begun to appear in the ®eld of L2 teaching in recent years, yet formal instruction, inexplicably, has received little attention. This paper makes a case for research on teacher cognition in grammar teaching. Such research, which focuses on understanding how teachers approach formal instruction, and why, can tell us much about the nature of grammar teaching as teachers perceive it, information which can be put to e?ective use in teacher education and development programmes.

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