Understanding Teachers' Pedagogical Knowledge In ESL Vocabulary Teaching
| Autor: | Maizatulliza Muhamad, Richard Kiely |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
060201 languages & linguistics
Vocabulary media_common.quotation_subject communicative language teaching 06 humanities and the arts Communicative language teaching lcsh:History of scholarship and learning. The humanities ESL Feeling 0602 languages and literature lcsh:AZ20-999 Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION lcsh:H1-99 teaching of vocabulary lcsh:Social sciences (General) Reflection (computer graphics) Psychology media_common |
| Zdroj: | Journal of Arts and Humanities, Vol 7, Iss 1, Pp 36-47 (2018) |
| ISSN: | 2167-9053 2167-9045 |
| Popis: | In communicative language teaching classrooms, one of the main emphases is on students’ ability to use the target language for real life purposes. To achieve this goal, teachers may have to ensure that students have adequate vocabulary to express their feelings and ideas. Previous research on vocabulary teaching and learning tends to be quantitative in nature focusing on testing the effectiveness of some techniques. This research study however, is an attempt to understand teachers’ pedagogical systems that influence their practice in actual classroom interactions during vocabulary teaching and learning. In-depth interviews and classroom observations with two experienced Malaysian ESL teachers were conducted. The interviews highlighted the teachers’ beliefs as well as challenges they faced with regards to vocabulary teaching and learning. The classroom observations revealed that their practice was very much a reflection of their own beliefs, based on their own experience as students as well as teachers. The results of this study showcased the fact that teachers operate within the spectrum of their pedagogical knowledge. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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