世界知名语言学家论丛(第一辑):语言教师认知研究电子书

Chapter 1 A Career in Language Teacher Cognition

Languages

Teaching

Further Studies

PhD

University of Leeds

Teachers and Research

Researching Professional Development

Consultancy

The Future

Part 1 An Overview of Language Teacher Cognition

Chapter 2 The Origins of Teacher Cognition Research

The 1970s: Changing Perspectives in the Study of Teaching

The 1980s: Decision-Making and Teacher Knowledge

Practical knowledge

ISATT

Teachers’ thought processes

Teacher knowledge

The 1990s: Knowledge, Beliefs, and Learning to Teach

Teacher knowledge and learning to teach

Teachers’ beliefs

Subject-specif ic teacher cognition

Conceptions of knowledge

Perspectives from teacher education and educational psychology

Developments Since 2000

Chapter 3 Teacher Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe, and Do

Introduction

Teacher Cognition and Prior Language Learning Experience

Teacher Cognition and Teacher Education

Summary

Teacher Cognition and Classroom Practice

Common reasons for instructional decisions

Departures from lesson plans

Cognition and context

Cognition and experience

PPK, BAK, and Pedagogic Principles

Summary

Chapter 4 Current Approaches to Language Teacher Cognition Research: A Methodological Analysis

Introduction

Scope

Methodology

Focus of Studies

Contexts and Participants

Research Stance

Data Collection

Data Analysis

Conclusion

Part 2Teacher Cognition and Grammar Teaching

Chapter 5 Teachers’ Pedagogical Systems and Grammar Teaching in the Second Language Classroom

Introduction

Purpose & Context

Research Framework

Data Collection & Analysis

Findings

Error Analysis

Reference to Students’ First Language

Grammatical Terminology

Grammar Rules

Practising Grammar

Grammar & Communicative Ability

Discussion

The Components of the Pedagogical System

The Role of Experience in Shaping the Pedagogical System

Context and the Pedagogical System

Implications

Chapter 6 The Use of Grammatical Terminology in the Second Language Classroom

Introduction

The use of grammatical terminology

Arguments Against Terminology

Arguments in Favour of Terminology

Learner Variables Inf luencing the Use of Terminology

Teachers’ practices and cognitions regarding terminology

Purpose & Context

Findings

Case 1

Case 2

Case 3

Case 4

Discussion

Implications & Limitations

Chapter 7 Teacher Cognition in Grammar Teaching

Introduction

Teachers’ Knowledge about Grammar

Teachers’ Beliefs about Grammar Teaching

Practices and Cognitions in Teaching Grammar

Conclusion

Chapter 8 Teacher Cognition and Grammar Teaching in a Japanese High School

Introduction

Teacher Cognition and Grammar Teaching

The Study

Research Questions

Context

Participants

Data Collection

Pre-observation Interviews

Classroom Observations

Post-observation Stimulated Recall Interviews

Data Analysis

Findings

Grammar Teaching Activities

Analysing Grammar

L1 and Terminology

Discussion

Conclusion

Part 3Teacher Cognition and Practitioner Research

Chapter 9 English Language Teachers’ Conceptions of Research

Teacher Research Engagement

Method

Research Questions

Data Collection and Analysis

Questionnaire

Written Follow-up

Interviews

RESULTS

Background Information

Conceptions of Research

Evaluating Scenarios

Characteristics of Good Quality Research

Reading Research

Frequency of Reading

Reasons for Not Reading Research

Doing Research

Frequency of Doing Research

Reasons for Doing Research

Reasons for not Doing Research

Discussion

Teachers’ conceptions of research

Levels of reported research engagement

Conclusion

Chapter 10 Chinese College English Teachers’ Research Engagement

Introduction

College English Teaching in China

Language Teacher Research Engagement

Engagement with Research

Engagement in Research

Methodology

Research Questions

Data Collection and Analysis

Questionnaire

Interviews

Findings

Background Information

Reading Research

Frequency of Reading

Impact of Reading

Reasons for Not Reading Research

Doing Research

Reasons for Doing Research

Reasons for Not Doing Research

Research Cultures

Discussion

Engagement with Research

Engagement in Research

Research Cultures

Conclusion

Part 4Teacher Cognition and Teacher Education

Chapter 11 The Impact of In-service Teacher Education on Language Teachers’ Beliefs

Introduction

Literature Review

Studies of belief impact in language teacher education

Materials and methods

Context & Participants

Data collection and analysis

Findings

Teacher 1

Teacher 2

Teacher 3

Teacher 4

Teacher 5

Teacher 6

Discussion

Conclusion

Chapter 12 Teachers’ Beliefs and Practices Regarding Learner Autonomy

Introduction

Context for the Project

The Research Component

Research questions

The Questionnaire

Interviews

Key Findings

The Professional Development Component

Workshop 2: Learner Autonomy in the Language Centre

Objectives

Task 1: Learner Autonomy in the Language Centre

Task 2: How LC Teachers Promote Autonomy

Task 3: Your Practices in Promoting Learner Autonomy

Task 4: Feasible LA Practices in the LC

Conclusion

Chapter 13 Task-based Learning and Teaching in China: Secondary School Teachers’ Beliefs and Practices

Introduction

Literature review

Uptake of ELT curriculum innovation

Task-based language teaching

Teachers’ beliefs

The Study

Participants

Data collection and analysis

Findings

Mr Yang

Miss Wu

Ms Ma

Discussion

Conclusion

References