Experienced and Novice Teachers’ Cognitive Construction of Noticing Concept in Language Teaching
الموضوعات : نشریه زبان و ترجمهزهرا 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
الکلمات المفتاحية: Noticing, Teaching Experience, teacher cognition, Noticing Construct, Noticing inventory,
ملخص المقالة :
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.
Abd Samad, A., & Nurusus, E. (2015). The Influence of Teaching Experience, School Location and Academic Background on Teachers' Beliefs in Teaching Grammar. Asian Social Science, 11(15), 257.
Ahn, J. I. (2014). Attention, awareness, and noticing in SLA: A methodological review. MSU Working Papers in Second Language Studies, 5(1).
AsadiAmirabadi, Y., Biria, R., & Sedaghat, A. (2014). Efficacy of input flood vs. input enhancement in the learning and long-term retention of conditionals by intermediate Iranian EFL students. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 7(3), 562-575.
Batstone, R. (1996). Key concepts in ELT. ELT Journal, 50(3), 273.
Benner, P. (1984). From novice to expert. Menlo Park.
Bolitho, R., & Tomlinson, B. (1995). Discover English:(a language awareness workbook).
Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal, 55(1), 21-29.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language teaching, 36(2), 81-109.
Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370-380.
Borg, S. (2015). Teacher cognition and language education: Research and practice: Bloomsbury Publishing.
Carlet, A., & Souza, H. K. d. (2018). Improving L2 Pronunciation Inside and Outside the Classroom: Perception, Production and Autonomous Learning of L2 Vowels. Ilha do Desterro, 71(3), 99-123.
Carter, D. M. (1985). Common sense inference in a focus-guided anaphor resolver. Journal of Semantics, 4(3), 237-246.
Carter, R. (2003). Language Awareness. ELT Journal, 57(1), 64-65.
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American economic review, 104(9), 2633-2679.
Chung, E. (2018). Revisiting Second Language Vocabulary Teaching: Insights from Hong Kong In-Service Teachers. The Asia-Pacific Education Researcher, 27(6), 499-508.
Cohen, J. (1992). A power primer. Psychological bulletin, 112(1), 155.
Dastjerdi, H. V., & Farshid, M. (2011). The role of input enhancement in teaching compliments. Journal of Language Teaching and Research, 2(2), 460.
Dewey, M., & Pineda, I. (2020). ELF and teacher education: attitudes and beliefs. ELT Journal.
Doughty, C. (1991). Second language instruction does make a difference: Evidence from an empirical study of SL relativization. Studies in second language acquisition, 13(4), 431-469.
Farshchi, S. (2009). An exploration of teachers' beliefs about the role of grammar in Iranian high schools and private language institutes. Journal of English Language Teaching and Learning, 1(212), 17-38.
Fatemipour, H., & Hemmati, S. (2015). Impact of Consciousness-Raising Activities on Young English Language Learners' Grammar Performance. English Language Teaching, 8(9), 1-10.
Fotos, S., & Ellis, R. (1991). Communicating about grammar: A task‐based approach. TESOL quarterly, 25(4), 605-628.
Gerami, M. R., & Noordin, N. B. (2013). Teacher Cognition in Foreign Language Vocabulary Teaching: A Study of Iranian High School EFL Teachers. Theory & Practice in Language Studies, 3(9).
Gregg, K. R. (1984). Krashen's monitor and Occam's razor. Applied linguistics, 5(2), 79-100.
Hedge, T. (2001). Teaching and learning in the language classroom (Vol. 106): Oxford university press Oxford, England.
Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis: An experimental study on ESL relativization. Studies in second language acquisition, 541-577.
Jinlin, J., & Baimei, S. (2011). An application of consciousness-raising activities when teaching vocabulary to English majors. Chinese Journal of Applied Linguistics, 34(2), 94-106.
Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., & Doughty, C. (1995). Does textual enhancement promote noticing? A think-aloud protocol analysis. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (Vol. 183, pp. 216).
Kordia, S. (2020). ELF awareness in the task-based classroom: a way forward. ELT Journal.
Krashen, S. D. (1985). The input hypothesis: Issues and implications: Addison-Wesley Longman Ltd.
Lee, S. K. (2007). Effects of textual enhancement and topic familiarity on Korean EFL students' reading comprehension and learning of passive form. Language learning, 57(1), 87-118.
Lee, S.-K., & Huang, H.-T. (2008). Visual input enhancement and grammar learning: A meta-analytic review. Studies in second language acquisition, 307-331.
Leow, R. P. (2018). Noticing hypothesis. The TESOL Encyclopedia of English Language Teaching, 1-7.
Lightbown, P. M., & Spada, N. (1997). Learning English as a second language in a special school in Quebec. Canadian Modern Language Review, 53(2), 315-355.
Liviero, S. (2014). Teachers’ reported beliefs about the role of grammar, and their observed pedagogical practices of Foreign Languages teaching in England. University of Exeter: England.
Mahvelati, E. H., & Mukundan, J. (2012). The effects of input flood and consciousness-raising approach on collocation knowledge development of language learners. International Journal of Applied Linguistics and English Literature, 1(6), 182-192.
Mohamed, N. (2004). Consciousness-raising tasks: A learner perspective. ELT Journal, 58(3), 228-237.
Mori, R. (2011). Teacher cognition in corrective feedback in Japan. System, 39(4), 451-467.
Nishimuro, M., & Borg, S. (2013). Teacher cognition and grammar teaching in a Japanese high school. JALT journal, 35(1), 29-50.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Oxford, R. (1990). Language learning strategies What every teacher should know: Heinle & heinle Publishers.
Phipps, S., & Borg, S. (2007). Exploring the relationship between teachers' beliefs and their classroom practice. Teacher Trainer, 21(3), 17.
Pourjamal Ghouyjagh, H., Sotoudehnama, E., & Faghih, E. (2018). On the impact of teaching experience on EFL instructors’ self-assessment of their instructional effectiveness. Iranian Journal of English for Academic Purposes, 6(1), 47-70.
Raouf, M. M. (2009). The impact of EFL teachers' cognition on teaching foreign language grammar. Pazhuhesh-e Zabanha-ye Khareji, 49, 141-161.
Rashtchi, M. (2010). Noticing through input enhancement: Does it affect learning of the conditionals? Journal of Language and Translation, 1(1), 19-27.
Rezaee, A., & Sarani, A. (2018). Job Performance of Iranian English Teachers: Do Teaching Experience and Gender Make a Difference? Iranian Journal of English for Academic Purposes, 6(2), 13-22.
Rezvani, E., & Ketabi, S. (2011). On the effectiveness of using web-and print-based materials in teaching grammar to Iranian EFL learners. Procedia-Social and Behavioral Sciences, 15, 376-381.
Rice, J. K. (2010). The Impact of Teacher Experience: Examining the Evidence and Policy Implications. Brief No. 11. National center for analysis of longitudinal data in education research.
Richards, J. C. (2011). Competence and performance in language teaching: Cambridge University Press.
Robinson, P. (1995). Attention, memory, and the “noticing” hypothesis. Language learning, 45(2), 283-331.
Sahinkarakas, S. (2012). The role of teaching experience on teachers’ perceptions of language assessment. Procedia-Social and Behavioral Sciences, 47, 1787-1792.
Salimi, E. A., Safarzadeh, M. M., & MONFARED, A. (2016). Teaching grammar: Language teachers' cognition and classroom practices. International Journal of Language Studies, 10(4).
Schmidt, R. W. (1990). The role of consciousness in second language learning1. Applied linguistics, 11(2), 129-158.
Schmidt, R. (1993). Consciousness, learning and interlanguage pragmatics. In G. K. S. B.-. Kulka (Ed.), Interlanguage pragmatics (Vol. 21, pp. 42). Oxford: Oxford University Press.
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. Attention and awareness in foreign language learning, 9, 1-63.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University Press.
Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5): Pearson Boston, MA.
Tasnimi, M. (2018). Consciousness-raising approach in ELT classroom. Humanizing Language Teaching, 2.
Tomlin, R. S., & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in second language acquisition, 16(2), 183-203.
Truscott, J. (1998). Noticing in second language acquisition: A critical review. Second language research, 14(2), 103-135.
Tsui, A. B. (2005). Expertise in teaching: Perspectives and issues. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 167-189): Springer.
Wisastra, P., Yufrizal, H., & Nainggolan, F. (2017). Consciousness-Raising Strategy in Developing ELT Students’ Speaking Accuracy. U-Jet, 6(6).
Yunus, M. M., Salehi, H., & Amini, M. (2016). EFL Teachers' Cognition of Teaching English Pronunciation Techniques: A Mixed-Method Approach. English Language Teaching, 9(2), 20-42.
Zargaran, Z. (2020). The role of experience in forming teachers’ cognition on the concept of noticing. Unpublished submitted for publication.
Zhang, S. (2012). Promoting noticing in EFL classroom. Theory and Practice in Language Studies, 2(3), 579.
