Document Type : Original Research Paper

Authors

1 Department of English Language and Literature, Shahid Beheshti University,Tehran,Iran

2 TEFL, Department of English Language and Literature, Allameh Tabataba’i University, Tehran,Iran

Abstract

:Recent research has revealed huge interest in pursuing studies on teachers’ cognition. The present paper is a case study designed to investigate a pre-service teacher’s beliefs about corrective feedback at the Iran Language Institute (henceforth ILI). To do so, a pre-service teacher called Ali (a fictitious name) volunteered to participate in this study prior to attending his Teacher Training Course (henceforth TTC) held by the ILI. In order to unravel his beliefs about corrective feedback and the sources of such beliefs, a questionnaire developed by the researchers was given to him to complete. Later on, an informal interview was conducted by the second researcher in order to fathom Ali’s beliefs and also meet the triangulation criteria. Two weeks later, after Ali was officially employed as an English teacher at the ILI, the second researcher observed his class to see how far Ali’s beliefs had altered after the TTC. The observation session revealed a modification and change in Ali’s beliefs. The findings indicated that his beliefs had rigorously changed after the TTC. The results are hence reported and discussed fully with possible pedagogical implications and rich areas of research for further exploration.

Keywords

Main Subjects

[1] Fang Z., A review of research on teacher beliefs and practices, Educational Research, Vol.38, 1996. pp. 47-65. [2] Kagan D. M., Implications of research on teacher belief, Educational Psychologist, Vol.27, 1992, pp. 65-90. [3] Pajares M. F., Teachers’ beliefs and educational research: cleaning up a messy construct, Review of Educational Research, Vol.62, 1992, pp. 307-332. [4] Borg S., Teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do, Language Teaching, Vol. 36, 2003, pp. 81–109. [5] Woods D., Teacher cognition in language teaching, Cambridge University Press, Cambridge, 1996. [6] Gatbonton, E., Investigating experienced ESL teachers' pedagogical knowledge, Modern Language Journal, Vol.83, 1999, pp. 585-616. [7] Spada N. and Massey M., The role of prior pedagogical knowledge in determining the practice of novice ESL teachers, in Flowerdew J., Brock M. and Hsia S. (eds.), perspectives on second language teacher education. City Polytechnic, Hong Kong, 1992, pp. 23-37. [8] Andrews S., The language awareness of the L2 teacher: Its impact upon pedagogical practice, Language Awareness, Vol. 10, 2001, pp. 75-90. [9] Borg S., Talking about grammar in the foreign language classroom, Language Awareness, Vol.7, 1998, pp. 159-175. [10] Borg S., Teacher Cognition and Language Education, Continuum, London, 2006. [11] Burnaby B. and Sun Y., Chinese teachers’ views of Western language teaching: Context informs paradigms, TESOL Quarterly, Vol.23, 1989, pp. 219–238. [12] Hua L., Reflection can change EFL Teachers beliefs and teaching practice, Chinese EFL Journal, Vol.1, 2008, pp. 62-77. [13] Kern R. G., Students' and teachers' beliefs about language learning, Foreign Language Annals,Vol. 28, 1995, pp. 71-92. [14] Mullock B., The pedagogical knowledge base of four TESOL teachers, Modern Language Journal, Vol.90, 2006, pp. 48- 66. [15] Ellis R. and Sheen Y., Reexamining the role of recasts in second language acquisition, Studies in Second Language Acquisition,Vol.28, 2006, pp. 575-600. [16] Lyster R. and Izquierdo J., Prompts versus recasts in dyadic interaction, Language Learning, Vol.59, 2009, pp. 453-498. [17] Nassaji H., Effects of recasts and elicitations in dyadic Interaction and the role of feedback explicitness, Language Learning, Vol.59, 2009, pp. 411-452. [18] Russell V., Corrective feedback, over a decade of research since Lyster and Ranta (1997): Where do we stand today?, Electronic Journal S. Baleghizadeh & el Journal of Technology of Education/ Vol. 4, No.4, Summer 2010 300 of Foreign Language Teaching, Vol.6, 2009, pp. 21-31. [19] Borg S., Studying teacher cognition in second language grammar teaching, System, Vol. 27, 1999, pp. 19-31. [20] Borg S., Self-perception and practice in teaching grammar, ELT Journal, Vol.55, 2001, pp. 21-29. [21] Johnston B. and Goettsch K., In search of the knowledge base of language teaching: Explanations by experienced teachers, The Canadian Modern Language Review, Vol. 56, 2000, pp. 437-468. [22] Sato K. and Kleinsasser R.C., Communicative language teaching (CLT): Practical understandings, Modern Language Journal, Vol.83, 1999, pp. 494-517. [23] Basturkmen H., Loewen S. and Ellis R., Teachers' stated beliefs about incidental focus on form and their classroom practices, Applied Linguistics, Vol.25, 2004, pp. 243-272. [24] Moini M.R., The impact of EFL teachers’ cognition on teaching foreign language grammar, Pazhuhesh-e Zabanha- ye Khareji, Vol.49, 2009, pp.141-164. [25] Burns A., Teacher beliefs and their influence on classroom practice, Prospect, Vol.7, 1992, pp. 56–66. [26] Johnson K. E., The emerging beliefs and instructional practices of pre-service English as a second language teachers, Teaching and Teacher Education, Vol.10, 1994, pp. 439-452. [27] Long M. H., Problems in SLA, Lawrence Erlbaum, Mahwah, NJ, 2007. [28] Carpenter H., Jeon S., MacGregor D. and Mackey A., Recasts and repetitions: Learners' interpretations of native speaker responses, Studies in Second Language Acquisition, Vol.28, 2006, pp. 209-236. [29] Numrich C., On becoming a language teacher: insights from diary studies, TESOL Quarterly, Vol. 30, 1996, pp. 1,11-53. [30] Richards J. C., Ho B. and Giblin K., Learning how to teach in the RSA Cert, in Freeman D. and Richards J.C. (eds.), Teacher learning in language teaching, Cambridge University Press, Cambridge, 1996, pp. 242-259.
CAPTCHA Image