THE REFLECTION OF TEACHERS’ PRIOR LANGUAGE LEARNING EXPERIENCES IN ESL TEACHING APPROACHES
Abstract
The purpose of this study is to determine the role of teachers' prior language learning experiences in the formation of their teaching approaches in the context of one to one English language teaching. It intends to describe the correlation between teachers' practical knowledge and their current practices. Four English instructors participated in this investigation. The research was qualitative. Semi-structured interviews and observation checklist were used for data collection. The findings of this study indicated that teaching beliefs and practices differ for e ach individual and the differences are attributable to the influence of their practical knowledge and experiences. As a result of this investigation, recommendations were made to enhance teaching and learning in one-to-one lessons.
Article visualizations:
Keywords
References
Anderson, W.M., and J.E. Lawrence. (2007) Integrating music into the elementary classroom. Thomson Shirmer Publishing Corporation.
Anthony J. Onwuegbuzie, Qun G. Jiao, and Sharon L. Bostick, (2004) Library anxiety: Theory, research, and applications, (Research methods in library and information studies, no. 1). Lanham, Md.: Scarecrow Press.
Ayers, W. (2001) To teach: The journey of a teacher. New York: Teachers College Press.
Bailey, K. M. (1996) “The best laid plans. Teachers in-class decisions to depart from their lesson plans. In K.M. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp. 15-40). New York: Cambridge University Press.
Borg, S. (2003) Review article: teacher cognition in language teaching: a review of research on what language teachers think, know, believe, do. Language Teaching 36: 81 – 109.
Bell, J. (1999) Doing your research project. Buckingham: Open University Press.
Bassey, M. (1981) Pedagogic research: on the relative merits of search for generalization and study of single events. Oxford Review of Education, 7(1) 73-94.
Borg (2006) Teacher cognition and language education. Research and practice. London, Continuum.314
Chanda (2800) Teaching and learning of English in secondary schools: a Zambian case study. Commonwealth Secretariat.
Clark, C., & Lampert, M. (1986) The study of teacher thinking: Implications for teacher education. Journal of Teacher Education, 37(5), 27-31.
Clark, C. M. & Peterson, P. L. (1986) Teachers' thought processes. In M. C. Wittrock (ed.), Handbook of research on teaching. (pp. 255 - 296). New York: Simon and Schuster Macmillan.
Cohen, L; Manion, L; Morrison, K. (2000) Research methods in education. Routledge Falmer.
Crouch, S., and Housden M. (2003) Marketing research for managers (3rd edn.). New York: Butterworth-Heinemann.
Connelly, F. M. & Clandinin, F. M. (1988) Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press.
Cohen & Manion & Morrison. (2007) Research methods in education. Routledge.
Denzin, N. K. (1978) The research act: A theoretical introduction to sociological methods (2nd ed.). New York: McGraw-Hill.
Dressel, P. L., and D. Marcus (1982). Teaching and learning in college. San Francisco: Jossey-Bass.
Elbaz, F. (1981) The teacher's "practical knowledge": Report of a case study. Curriculum Inquiry, 11(1), 43-71.
llis, M. and C. Johnson (1994) Teaching Business English Oxford handbooks for teachers: Oxford University Press.
Ellis, R. (2001) Form-Focused instruction and second language learning. Malden, MA: Blackwell
Freeman, D. (2001) Teacher learning and student learning in TESOL. TESOL Quarterly 35 (4): 608 -609.
Freeman, D. & Richards, J. C. (1996) Prologue: A look at uncritical stories. In Freeman, D. & Richards,
C. (eds.) Teacher learning in language teaching (pp. 1 - 9). Cambridge: Cambridge University Press.
Freeman, J. (1998) Educating the very able: current international research. London: The Stationery Office.
Espurz (1988) Current issues in English language methodology.
Golombek, P. (1998) A study of language teachers’ Personal Practical Knowledge. TESOL Quarterly. Volume 32 Number 03.
Goodson, I. F. (1992) Studying teachers' lives. London: Routledge.
Gutierrez Almarza, G. (1996) Student foreign language teacher's knowledge growth. In Freeman, D. & Richards, J. C. (eds.) Teacher learning in language teaching (pp. 50 - 78). Cambridge: Cambridge University Press.
Holec, H. (1981) Autonomy and foreign language learning. Oxford: Pergamon.
Harasim, Hiltz, Teles, Turoff (1990) Learning Networks: A field guide to teaching and learning. MIT Press.
Hayes, D. (1996) Prioritizing 'voice' over 'vision': reaffirming the centrality of the teacher in ESOL research. System 24 (2): 173 – 186.
Hofstede, G. (1986) Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 301- 320.
Hammond, R. (1988) Accuracy versus communicative competency: The acquisition of grammar in the second language classroom. Hispania, 71, 408-417.
Holliday, A. (1994) Appropriate methodology and social context. The Edinburgh Building, Cambridge CB2 2RU, United Kingdom.
Holliday (2002) Doing and writing qualitative research., London, Sage.
Horowitz, E. (1990) Attending to the affective domain in the foreign language classroom. In S. Magnan (Ed.), Shifting the instructional focus to the learner (pp. 15-33). Middlebury, VY: Northeast Conference on the Teaching of Foreign Languages.
James, P. (2001) Teachers in action. Cambridge: Cambridge University Press.
Johnson, K. E. (1994) The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10 (4), 439−52.
Kern, R. G. (1995) Students‘ and teachers‘ beliefs about language learning. Foreign Language Annals.
Kirk, D. (2004) New practices, new subjects and critical inquiry: possibility and progress, in: J.Wright, D. Macdonald & L. Burrows (Eds) Critical inquiry and problem-solving in physical Education (pp. 199-208). London: Routledge.
Kirk,D., MacDonald, D., O'Sullivan,M. (2006) The handbook of physical education. Sage Publications Ltd.
Mishra (2007) Teaching Styles. A.P.H. Publishing corporation.
Morse, J. (1991) On the evaluation of qualitative proposals. Qualitative Health Research, 1(2), 147-151
Numrich, C. (1996) On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30 (1), 131−53.
Nunan, D. & Lamb, C. (1996) The self-Directed teacher: managing the learning process. Cambridge: CUP.
Nunan, D. (1992) Research Methods in Language Learning. Cambridge: CUP
Osborne (2005) Teaching English one-to-one. Modern English Publishing Ltd.
O’Sullivan, M. and Deglau, D. (2006). Principles of professional development.
Renate A. (1996) Focus on form in the foreign language classroom: Students' and teachers views on error correction and the role of grammar. Foreign Language Annals, 9(3): 343-364.
Kumar, R. (1996) Research Methodology. London, Long man. Available: http://www.asian-efl-journal.com/march03.sub4.php.
Lasagabaster. (2007) Multilingualism in European bilingual contexts: language use and attitudes. Multilingual Matters Ltd.
Liz Ellis. (2006) Second language experience as a contributor to Esol teacher cognition. Tesl-EJ Volume 10, number 1, Available :http://tesl-ej.org/ej37/a3.html.
Luk, J. C. M. & Lin, A. M. Y. (2007) Classroom interactions as cross-cultural encounters: native speakers in EFL lessons. Erlbaum Associates.
McCombs, B. L., & Miller, L. (in press, 2006). Learner-centered classroom practices and assessments. Corwin Press.
McGrath, I. (2000) Teacher autonomy. In B. Sinclair, I. McGrath and T. Lamb (eds.) Learner autonomy, teacher autonomy: Future directions. London: Longman. 100-110
Meijer, P.C., Verloop, N., & Beijard, D. (1999) Exploring language teachers’ practical knowledge about teaching reading comprehension. Teaching & Teacher Education, 15,59-84.
Mishra (2005) Correction of errors in English teaching. A trainee course for the teachers of English as a second language. Sarup & Sons.
Richards, J., & Farrell, T. (2005) Professional development for language teachers. New York: Cambridge University Press.
Ryan, D. G. (1960) Characteristics of teachers. Washington, DC: American Council on Education.
Shavelson, R. J. & Stern, P. (1981) Research on teachers' pedagogical thoughts, judgments, decisions and behaviour. Review of Educational Research 51 (4): 455 - 49
Shulman, L. (1990) Aristotle had it right: on knowledge and pedagogy (Occasional paper no.4). East Lansing, Mich.: The Holmes Group.
Smith, R.C., & A. Barfield (2001) Interconnections: Learner autonomy, teacher autonomy. Learning Learning 7 & 8/1. 5-6.
Stanton (2005) Human factors methods: a practical guide for engineering and design. Ashgate Publishing Ltd.
Tobin, K., D. J. Tippins, and A. Gallard. (1994) Research on instructional strategies for teaching science. Pp.45-93 in Handbook of Research on Science Teaching and Learning. New York: MacMillan.
Trochim, W. (2000) The research methods knowledge base, 2nd edition. Atomic Dog Publishing, Cincinnati, OH. Available: http://www.socialresearchmethods.net/kb/ethics.php
Ur, P. (2006) A course in language teaching. Cambridge University Press.
Voller, P. (1997) Autonomy and independence in language learning. London: Lngman.
Weimer, M. G. (2002) Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass.
Woods, D. R. (1995) Teaching and learning: what can research tell us?. Journal of College Science Teaching.
Y, Gold. & Roth, R.A. (1993) Teachers managing stress and preventing burnout : The professional health solution. Falmer Press, London; Washington, D.C.
Yin, R.K. (2005) Case study research. Design and method. Thousand Oaks, CA: Sage.
Webb, E. J., Campbell, D. T., Schwartz, R. D., and Sechrest, L. (1966) Unobtrusive measures: Nonreactive measures in the social sciences. Chicago: Rand McNally.
Zainal, Z. (2007) Case study as a research method. Jurnal Kemanusiaan, 9 . pp.1-6. ISSN 1675-1930
Zanting, A. (2001) Mining the mentor's mind: The elicitation of mentor teachers' practical knowledge by prospective teachers. Leiden: Iclon Graduate School of Education.
DOI: http://dx.doi.org/10.46827/ejes.v0i0.726
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Soyhan Egitim
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
