فهرست مقالات Noticing Construct

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  1 - Experienced and Novice Teachers’ Cognitive Construction of the Noticing Concept in Language Teaching
  زهرا زرگران Mohammad Khatib Parviz Birjandi Massood Yazdanimoghaddam
  10.30495/ttlt.2022.688233
  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’ چکیده کامل

  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. پرونده مقاله
• دسترسی آزاد مقاله
  • صفحه چکیده
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  2 - Experienced and Novice Teachers’ Cognitive Construction of Noticing Concept in Language Teaching
  زهرا زرگران Mohammad Khatib Parviz Birjandi Massood Yazdanimoghaddam
  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 conce چکیده کامل

  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. پرونده مقاله