Teacher Language Awareness from the Procedural Perspective: The Case of Novice versus Experienced EFL Teachers

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HESAMI ZAHRA; MAZDAYASNA GOLNAR; FAZILATFAR ALI MOHAMMAD

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Journal Paper

Paper Information

Journal: IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL) Year:2018 | Volume:21 | Issue:1 Page(s): 63-93

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Title

Teacher Language Awareness from the Procedural Perspective: The Case of Novice versus Experienced EFL Teachers

Author(s)

HESAMI ZAHRA | MAZDAYASNA GOLNAR | FAZILATFAR ALI MOHAMMAD | Issue Writer Certificate

Keywords

Teacher language awareness

Procedural dimension

Novice EFL teachers

Experienced teachers

Pedagogical practice

Abstract

Despite the abundance of research on ELT teachers, little is known about Teacher language awareness (TLA) with focus on its impact on Pedagogical practice in the EFL context. To fill this gap, an in-depth study was conducted to examine the Procedural dimension of TLA among eight EFL teachers with different teaching experiences (novice versus experienced) related to teaching grammar at Iranian language institutes. Data were collected through non-participant classroom observations and stimulated recall interviews (of at least 7 lessons per teacher) from eight EFL teachers at three private language institutes in Iran. The findings revealed the Experienced teachers‟ application of TLA in their Pedagogical practices in comparison to their novice counterparts. Most importantly, the application of TLA in classrooms was affected by factors, such as context, time constraints, learners‟ emotions, and previous experiences as learners and teachers. This study may expand the current understanding of TLA and its impact on grammar teaching and have implications for language teacher education and development.

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APA: Copy

HESAMI, ZAHRA, MAZDAYASNA, GOLNAR, & FAZILATFAR, ALI MOHAMMAD. (2018). Teacher Language Awareness from the Procedural Perspective: The Case of Novice versus Experienced EFL Teachers. IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL), 21(1), 63-93. SID. https://sid.ir/paper/668885/en

Vancouver: Copy

HESAMI ZAHRA, MAZDAYASNA GOLNAR, FAZILATFAR ALI MOHAMMAD. Teacher Language Awareness from the Procedural Perspective: The Case of Novice versus Experienced EFL Teachers. IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL)[Internet]. 2018;21(1):63-93. Available from: https://sid.ir/paper/668885/en

IEEE: Copy

ZAHRA HESAMI, GOLNAR MAZDAYASNA, and ALI MOHAMMAD FAZILATFAR, “Teacher Language Awareness from the Procedural Perspective: The Case of Novice versus Experienced EFL Teachers,” IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL), vol. 21, no. 1, pp. 63–93, 2018, [Online]. Available: https://sid.ir/paper/668885/en

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