School of Education Faculty of Education, Social Sciences & Law Teacher Cognition & Second Language Grammar Teaching Dr Simon Borg

School of EducationFaculty of Education, Social Sciences & Law

Teacher Cognition & Second Language Grammar Teaching

Dr Simon Borg


The study of what teachers, at any stage of their career, think, know or believe about any aspect of their work, and of the relationship of these cognitions to teachers’ practices and teacher learning.

Teacher Cognition Research


Instruction which formally targets awareness and use of the syntactic features of a language.

Grammar Teaching


Learner & learning perspective – 1960s →

Teacher & teaching perspective – 1990s →

Approximately 30 studies of L2 grammar teaching from a teacher cognition perspective since 1998.

Researching Grammar Teaching


Grammar teaching is valued by teachers and students.

Students often value attention to formal accuracy more than teachers.

Teachers value ‘integrated’ grammar teaching.

Insight 1


Questionnaire - 176 teachers of adults in 18 countries

“Grammar should be taught separately, not integrated with other skills such as reading and writing”.

84.1% of teachers disagreed or disagreed strongly with this statement.

Integrating Grammar


“In your teaching, to what extent is grammar teaching integrated with the teaching of other skills?”

Level of Integration

0 10 20 30 40 50 60

No integration

Some integration

Substantialintegration

Complete integration

%


Teachers do not necessarily value grammar teaching for its impact on L2 learning.

Insight 2

Acquisition Awareness-Raising Diagnostic Classroom Management Psychological


Grammar as “Psychological Backup”

“if I haven't actually presented a language point and practised it and gone through all the stages of it, I feel sometimes that I haven't actually taught them anything. … I use it as a sort of psychological backup, you know, 'what did we do today? - a bit of this, a bit of that, but we practised the present perfect'. And I think perhaps students as well tend to feel a little bit like that....”


Teachers’ practices in teaching grammar are defined by personalized networks of beliefs and knowledge which interact internally and with external situational factors.

Insight 3


Culture

Language

Assessment

Curricula Colleagues

Teaching

Learning

Learners

Self

Cognitions


These interactions are often typified by tensions amongst beliefs and between beliefs and situational factors.

Insight 4


Language Learning: Not all grammar

amenable to discovery

Students: Expect expository

work

Learning; Discovery is

effective

Context: Class and planning

time limited

Instruction: Discovery & Exposition


Teachers’ beliefs about grammar teaching are shaped by their educational biographies as learners.

“It worked for me”

“I disliked it as a learner”

Insight 5


“In my experience, when one manages to work out how something operates, the 'process of discovery' or 'working it out'` helps in some way towards understanding and better memorization”


Teachers’ stated beliefs about grammar teaching are not always reflected in their classroom practices.

Ideal-oriented cognitions

Reality-oriented cognitions

Insight 6


Teachers vary enormously in their ability to articulate robust rationales for their pedagogical choices in teaching grammar.

Insight 7


“I don’t know, I am not aware of the reasons…There should be some reason, but I don’t know”.

Why do you do gap-filling grammar practice?

“In general I don’t like this type of activity, filling in gaps, but well I think they may help, they may help, but I’m not so sure about it.”


In articulating these rationales teachers draw on practical rather than formal knowledge.

Widespread reference to accumulated experience.

Limited reference to formal theory.

Insight 8


Declarative knowledge of grammar does not suffice for effective pedagogy.

Types of teacher knowledge.

Procedural knowledge.

Teacher language awareness.

Insight 9


Teachers’ perceptions of their own grammatical knowledge influence instructional decisions in teaching grammar.

Low confidence → avoidance of grammar

High confidence → less avoidance

“Confident ignorance”

Insight 10


I always have the feeling that I might be asked something that at that moment will catch me unawares and I won’t be able to answer at that time. I might not be able to explain it properly, or I might not come up with all the exceptions which they might come up with at that moment....I’m always a little bit wary of that situation”.


More complex understandings of L2 grammar teaching.

Insights into the belief networks which shape teachers’ practices.

Awareness of the origins of these beliefs.

Broader understanding of the types of knowledge teachers draw on in teaching grammar.

Recognition of the contextualized nature of teachers’ practices in teaching grammar.

Stimulus for teacher cognition research more generally.

Contribution of Research


Teacher Cognition & Second Language Grammar Teaching

Dr Simon Borg

Documents

School of Education Faculty of Education, Social Sciences & Law Teacher Cognition & Second Language Grammar Teaching Dr Simon Borg