Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do

Borg, Simon

doi:10.1017/s0261444803001903

Cited by 1,658 publications

(1,625 citation statements)

References 87 publications

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“…Nunan, 2001;O'Keeffe, 2001;Pennington, 1992), as has been what constitutes what teachers 'know' in a professional sense (e.g. Borg, 2003;Freeman & Johnson, 1998;Golombek, 1998). While interaction inside the classroom -frontstage discourse -has been a subject of study and has been considered the most significant type of discourse that teachers engage in, I propose that interaction outside the classroom -backstage discourse -is also significant.…”

Section: Introductionmentioning

confidence: 99%

‘I think we should just accept … our horrible lowly status’: Analysing Teacher–Teacher Talk Within the Context of Community of Practice

Vaughan

2007

Language Awareness

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While interaction inside the classroom -frontstage discourse -has been a subject of study and has been considered the most significant type of discourse that teachers engage in, I propose that interaction outside the classroom -backstage discourse -is equally significant and has not thus far received as much attention as it merits. This paper is concerned with the institutional interaction of English language teachers using a corpus of (currently) over 40,000 words, consisting of a variety of meetings. It will consider the characteristics of the community of practice (CofP) and how membership is realised in language. It looks at the inexplicit nature of the language that teachers use in relation to their practices as indicative of this membership, and how humour is related to the establishment of a shared communicative space, as well as evidence of it. Highlighted also is the creation of this space within the meeting with the construction of in-and out-groups. The paper concludes that reflection not only on our practices within the classroom, but our practices as a professional community opens a new window on our profession as a whole.

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Section: Introductionmentioning

confidence: 99%

‘I think we should just accept … our horrible lowly status’: Analysing Teacher–Teacher Talk Within the Context of Community of Practice

Vaughan

2007

Language Awareness

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“…Ferris (2014) rightly stresses that "The teachers' voices have been the missing link in the research base to date" (p. 6) while teachers' practices in classroom context are considerably influenced by teachers' personal beliefs and theories (Borg 2003). Ferris (2014) employed a mixed-methods approach to examine the teachers' philosophies and practices when they respond to student writing by surveying and interviewing community college and university writing teachers.…”

Section: Wcf: Teachers' Proficiencymentioning

confidence: 99%

Teachers’ writing proficiency and assessment ability: the missing link in teachers’ written corrective feedback practice in an Iranian EFL context

et al. 2017

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Background: Teachers' writing proficiency and writing assessment ability and their role in improving writing instruction in second language learning classrooms are issues that have not been investigated empirically and rigorously. To bridge the gap, we investigated the writing proficiency, writing assessment ability, and written corrective feedback beliefs and practices of Iranian English teachers who gave feedback on learners' writings.

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“…As a field of study, teacher cognition research tries to better understand how teachers' mental constructs are related to how they teach (Borg 2006;Woods 1996). In regard to teacher cognition studies and L2 users, much of the literature has focused on NNS language teachers, related particularly to two curricular areas in language teaching, namely grammar teaching and literacy (Borg 2003). The EMI teacher cognition research described here investigates not NNS language teachers but NNS mainstream content teachers who teach through a FL.…”

Section: Literature Reviewmentioning

confidence: 99%

English-Medium Instruction in European Higher Education

Dimova¹,

Hultgren²,

Jensen³

2015

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Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do

Cited by 1,658 publications

References 87 publications

‘I think we should just accept … our horrible lowly status’: Analysing Teacher–Teacher Talk Within the Context of Community of Practice

‘I think we should just accept … our horrible lowly status’: Analysing Teacher–Teacher Talk Within the Context of Community of Practice

Teachers’ writing proficiency and assessment ability: the missing link in teachers’ written corrective feedback practice in an Iranian EFL context

English-Medium Instruction in European Higher Education

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