A Qualitative Study of Experience in Forming Teachers’ Cognition on the Concept of Language Noticing

Subject Areas : Research in English Language Pedagogy

Zahra Zargaran ¹ , Mohammad Khatib ² , Parviz Birjandi ³ , Masoud Yazdani Moghadam ⁴

1 - Department of Foreign Language and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Department of Foreign Language and Literature, Allameh Tabatabaei University, Tehran, Iran,
3 - Department of Foreign Language and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran
4 - Department of Foreign Language and Literature, Islamic Azad University, Garmsar Branch, Garmsar, Iran

Received: 2020-11-22 Accepted : 2021-06-08 Published : 2021-11-01

Keywords:

References:

Abdi, R., & Tarbali, G. (2016). The effect of noticing and input enhancement in reading on speaking skills by intermediate learners. The Book of Extended Abstracts, 1(41). Retrieved from https://uma.ac.ir/files/tgss/files/The_book_of_full_papers.pdf#page=141

Andrews, S. (1999). Why do L2 teachers need to know about language'? Teacher metalinguistic awareness and input for learning. Language and Education, 13(3), 161-177. doi.org/10.1080/09500789908666766

Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education: Cengage Learning.

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.

Bartels, N. (1999). About language: Tasks for teachers of English. TESOL, 8(4), 80-88.

Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied linguistics, 25(2), 243-272. doi.org/10.1093/applin/25.2.243

Batstone, R. (1996). Key concepts in ELT. ELT Journal, 50(3), 25-73. doi.org/10.1093/elt/55.2.186

Benner, P. (1982). From novice to expert. American Journal of nursing, 82(3), 402-407. doi.org/10.1093/elt/47.3.275

Berger, J.-L., Girardet, C., Vaudroz, C., & Crahay, M. (2018). Teaching Experience, teachers’ beliefs, and self-reported classroom management practices: A coherent network. SAGE open, 8(1), 2158244017754119. doi.org/10.1177/2158244017754119

Berger, J.-L., Girardet, C., Vaudroz, C., & Crahay, M. (2018). Teaching Experience, teachers’ beliefs, and self-reported classroom management practices: A coherent network. SAGE open, 8(1), 2158244017754119. doi.org/10.1177/2158244017754119

Borg, S. (1999). The use of grammatical terminology in the second language classroom: A quality study of teachers' practices and cognitions. Applied Linguistics, 20(1), 95-124. doi.org/10.1093/applin/20.1.95

Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358-388. doi.org/10.1093/applin/amp007

Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370-380. doi.org/10.1016/j.system.2011.07.009

Burgess, J., & Etherington, S. (2002). Focus on grammatical form: explicit or implicit? System, 30(4), 433-458. doi.org/10.1016/S0346-251X(02)00048-9

Carter, D. M. (1985). Common sense inference in a focus-guided anaphor resolver. Journal of Semantics, 4(3), 237-246. doi.org/10.1093/jos/4.3.237

Dastjerdi, H. V., & Farshid, M. (2011). The role of input enhancement in teaching compliments. Journal of Language Teaching and Research, 2(2), 460. doi:10.4304/jltr.2.2.460-466

Donaghue, H. (2003). An instrument to elicit teachers' beliefs and assumptions. ELT Journal, 57(4), 344-351. doi.org/10.1093/elt/57.4.344

Donkoh, S. (2017). Investigating the Effect of Teaching Experience on Teacher Knowledge. International Journal of Scientific and Research Publications, 7(6), 319-327. doi.org/10.1016/S0883-0355(02)00003-4

Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.

Gass, S. M., Mackey, A., & Pica, T. (1998). The role of input and interaction in second language acquisition: Introduction to the special issue. Modern Language Journal, 299-307. jstor.org/stable/329956

Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis: An experimental study on ESL relativization. Studies in Second Language Acquisition, 541-577. jstor.org/stable/44486641

Jabbarpoor, S., & Abdollahzadeh, E. (2013). Textual Enhancement across Linguistic Structures: EFL Learners' Acquisition of English Forms. Journal of Language and Translation, 3(1), 69-78. Retrieved from http://ttlt.azad.ac.ir/article_514742.html

Johnston, B., & Goettsch, K. (2000). In search of the knowledge base of language teaching: Explanations by experienced teachers. Canadian Modern Language Review, 56(3), 437-468.

Jones, R., & Lock, G. (2010). Functional grammar in the ESL classroom: Noticing, exploring and practicing: Springer.

Kyung, H. (2012). Effects of input enhancement techniques on word learning of Korean elementary learners. 초등영어교육, 18, 381-398.

Lee, S.-K., & Huang, H.-T. (2008). Visual input enhancement and grammar learning: A meta-analytic review. Studies in Second Language Acquisition, 307-331. jstor.org/stable/44488690

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.

           Retrieved from http://www.journals.aiac.org.au/index.php/IJALEL/article/view/829

Nahrkhalaji, S. S. (2014). EFL Teachers’ metacognitive awareness as a predictor of their professional success. International Journal of Cognitive and Language Sciences, 8(6), 1665-1669. doi.org/10.5281/zenodo.1093008

Navidinia, H., Mobarak, M., & Malekzadeh, F. (2019). Investigating the Effect of Noticing on EFL Students' Speaking Accuracy. International Journal of Instruction, 12(1), 83-98.

           Retrieved from https://eric.ed.gov/?id=EJ1202216

Opdenakker, R. (2006). Advantages and disadvantages of four interview techniques in qualitative research. Paper presented at the Forum qualitative sozialforschung/forum: Qualitative social research. doi.org/10.17169/fqs-7.4.175

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. doi.org/10.3102/00346543062003307

Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community.

             doi.org/10.1108/JPCC-12-2018-0032

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. doi.org/10.1016/j.sbspro.2011.03.105

Rice, J. K. (2010). The Impact of Teacher Experience: Examining the Evidence and Policy Implications. Brief No. 11. National center for the analysis of longitudinal data in education research. https://eric.ed.gov/?id=ED511988[WU1] 

Richards, J. C. (2008). Moving beyond the plateau. Cambridge University Press.

Richards, J. C. (2011). Competence and performance in language teaching. Cambridge University Press.

Sarkhosh, M., Taghipour, B., & Sarkhosh, H. (2013). Differential effect of different textual enhancement formats on intake. Procedia-Social and Behavioral Sciences, 70, 544-559. doi.org/10.1016/j.sbspro.2013.01.092

Sato, K., & Kleinsasser, R. C. (2004). Beliefs, practices, and interactions of teachers in a Japanese high school English department. Teaching and Teacher Education, 20(8), 797-816. doi.org/10.1016/j.tate.2004.09.004

Schmidt, R. W. (1990). The role of consciousness in second language learning1. Applied Linguistics, 11(2), 129-158. doi.org/10.1093/applin/11.2.129

Seraphin, K. D., Philippoff, J., Kaupp, L., & Vallin, L. M. (2012). Metacognition as means to increase the effectiveness of inquiry-based science education. Science Education International, 23(4), 366-382. https://eric.ed.gov/?id=EJ1001630

Smith, M. S. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in second language acquisition, 15(2), 165-179. jstor.org/stable/44487616

Tei, E., & Stewart, O. (1985). Effective studying from the text: Applying metacognitive strategies. Paper presented at the Forum for reading.

Tsui, A. B. (2005). Expertise in teaching: Perspectives and issues Expertise in second language learning and teaching (pp. 167-189). Springer.

Ünlü, A. (2015). How alert should I be to learn a language? The noticing hypothesis and its implications for language teaching. Procedia-Social and Behavioral Sciences, 199, 261-267. doi.org/10.1016/j.sbspro.2015.07.515

Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition. Metacognition and Learning, 5(3), 269-288. doi.org/10.1007/s11409-010-9062-4

Zargaran, Z. (2020). Experienced and novice teachers’ cognitive construction of noticing concepts in language teaching. Journal of Language and Translation. Manuscript in press.