Experienced and Novice Teachers’ Cognitive Construction of Noticing Concept in Language Teaching

Subject Areas : All areas of language and translation

زهرا زرگران ¹ , Mohammad Khatib ² , Parviz Birjandi ³ , Massood Yazdanimoghaddam ⁴

1 - PhD Candidate in TEFL, Department of Foreign Language and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Professor in TEFL, Department of Foreign Language and Literature, Allameh Tabataba'i University, Tehran, Iran
3 - Professor in TEFL, Department of Foreign Language and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran
4 - Assistant Professor, Department of Foreign Language and Literature, Garmsar Branch, Islamic Azad University, Garmsar, Iran

Received: 2021-09-02 Accepted : 2021-09-02 Published : 2021-09-01

Keywords: Noticing, Teaching Experience, teacher cognition, Noticing Construct, Noticing inventory,

Abstract :

Language teaching literature has developed plenty of compelling evidence to impress the need of attention to language form but this solid knowledge has not included teachers’ perception of noticing in teaching language form, thus teachers’ cognition in conceptualizing noticing concept was the main aim of this research. It was also tried to find out teachers’ experience tenor in conceptualizing noticing. For this purpose, a noticing concept inventory (NCI) was developed. Therefore, a total population of 689 male and female English teachers was assigned to the study through two phases of factor analysis. Then, 60 teachers from both groups did the questionnaire and a t-test was carried out. The empirical findings from the first phase of the study revealed seven noticing constructs namely as 1) Pedagogical effect, 2) Learners’ characteristics, 3) Type of input, 4) Skill type, 5) Task type, 6) Time and 7) Measurement. In the second phase of the study, the result showed that teaching experience is assigned as a dividing line between experienced and inexperienced teachers in the conceptualization of noticing in teaching. Teaching experience is a dynamic entity and other operational definitions might change the result; however, findings of the research will be of a valuable pedagogical framework.

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