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

Subject Areas : All areas of language and translation

زهرا  زرگران ¹ (Department of Foreign Language and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran)
Mohammad  Khatib ² (Department of Foreign Language and Literature, Allameh TabatabaUniversity, Tehran, Iran)
Parviz  Birjandi ³ (Science and Research Branch, Islamic Azad University, Tehran, Iran)
Massood  Yazdanimoghaddam ⁴ (Garmsar Branch, Islamic Azad University, Garmsar, Iran)

Received: 2020-05-10 Accepted : 2021-09-17 Published : 2022-01-01

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

Abstract :

The language teaching literature has developed a myriad of compelling evidence to impress the need of attention to language form; yet, this solid knowledge is not inclusive of teachers’ perception of noticing in teaching language form. Accordingly, teachers’ cognition in conceptualizing noticing concept was the main aim of this research. The study was also tried to find out teachers’ experience tenor in conceptualizing noticing. For this purpose, a noticing concept inventory (NCI) was developed. A total sample of 689 male and female English teachers was assigned to the study through two phases of factor analysis. Subsequently, 60 teachers responded to the NCI. The empirical findings from the first phase of the study revealed seven noticing constructs, namely 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.

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