چکیده:
Teacher cognition is one of the aspects of teaching that has become the focus of researchers' attention since the early 80s, and its relationship with teachers' practice has been studied from different aspects, one of the most important of which is grammar instruction. There is, however, a dearth of studies investigating the use of grammatical terminology (GT) with respect to teachers’ cognition and practice. Thus, the present study was an attempt to find out how teachers' cognition about grammatical terminology interacts with their use of grammatical terms in their classrooms. Four teachers participated in this study, and two classes of each teacher at different levels were observed and analyzed for the quality and quantity of GT used in them. After the observations, the teachers were asked about their beliefs about teaching GT and also their opinions on their
own practice. The results showed that, among various factors such as age, students’ level of language proficiency seems to be the most important factor in making use of GT in teaching English.
خلاصه ماشینی:
"The Use of Grammatical Terminology in Foreign Language Classrooms: A Qualitative Study of Teacher Cognition and Practice Samaneh Davoodi TEFL, MA, Shahid Beheshti University Mehrdad Yousefpoori-Naeim TEFL, PhD Candidate, Shahid Beheshti University Abstract Teacher cognition is one of the aspects of teaching that has become the focus of researchers' attention since the early 80s, and its relationship with teachers' practice has been studied from different aspects, one of the most important of which is grammar instruction.
Generally, he tried to teach the grammar implicitly by providing simple examples, but in explaining the rule, he used the GT efficiently because students were aware of his terms, especially the basic ones, such as subject, adverb, and verb.
The first teacher believed that explicit teaching of grammar would be beneficial at least as a kind of assistance for language learners; however, as the students in her first class were at a very low level, she taught grammar implicitly without mentioning the rule.
In the second teacher’s opinion, in high-level classes and with adult learners, teaching grammar explicitly would help students to speak and write accurately, while in low-level classes and with children, implicit instruction through examples and repetition would be more practical.
The four teachers in this study had different backgrounds and amounts of teaching experience, but they all more or less agreed on the beneficial role of GT in language learning in EFL context, especially in the case of more advanced learners."