Peer interaction, cognitive conflict, and anxiety on a Grammar Awareness course for language teachers

Abstract

This study explored some MA students' perceptions of a Grammar Awareness course for language teachers. The aim was to understand how group tasks might help students build Grammar Awareness. Two cohorts of students were surveyed and interviewed. In this paper the survey responses are discussed in some depth. While the first cohort was left to organize their groups as they wished, the second cohort used a more structured, cooperative framework. The paper compares the two cohorts, and novice and experienced teachers, to see 1/ whether novice and experienced teachers benefitted equally or differentially and 2/ what effect the changes had. Central features of the pedagogy were the use of authentic texts and open ended group tasks. The intention was to create cognitive conflict as an impetus for engagement and in depth negotiations, leading to knowledge creation. The novice teachers on the whole found tasks and texts more difficult, and had greater problems focusing on the task. The more structured group work led to increased task focus in both groups, and more active participation by the TESOL students, and thus appeared to facilitate engagement with the language, but anxiety was high and increased for the TESOL students in the second cohort.

Understanding the Complex Processes in Developing Student Teachers’ Knowledge About Grammar

“…It set out to understand to what extent and how desired changes in cognition might be achieved. It is part of longer term efforts by the author (Svalberg, 2012) and co-researcher (Svalberg & Askham, 2014, 2015 to understand how student teachers' learning emerges in a peer interaction environment.…”

Dört Yıllık Lisans Eğitimi Süresince İngilizce Konuşma Becerisi Farkındalığı

“…An EWL framework was used to analyse students' spoken use of grammatical and lexical items to look at the learners' engagement with language forms in an Australian context (Storch, 2008). Feedback questionnaire responses were used to investigate the effects of a grammar awareness course for language teachers that used 'cognitive conflict' to encourage dialogue between participants and resulted in feelings of anxiety for some participants (Svalberg, 2012). Studies have aso looked at how awareness and autonomy advanced through ACTFL statements (Kissling & O'Donnell, 2015).…”

Debatable Issues of English Writing Apprehensions: A Qualitative Study of Taiwanese English Majors’ Perspectives

“…Hence, peer interaction, cognitive conflict, and anxiety on grammar (Svalberg, 2012) could be successful educational factors that English teachers should apply by group tasks. In addition, Leaver (2003) indicated "Peer instruction, especially at high levels where peers are themselves quite competent, can be very helpful if used for narrow, specific goals.…”