TEFL teachers’ and non-TEFL teachers’ perceptions on the relationship between SLA research and language pedagogy

Abstract

This study explores TEFL teachers' and non-TEFL teachers' perceptions about the relationship between second language acquisition (SLA) research and language pedagogy with regard to familiarity, involvement, accessibility, consultation, relevance, and usefulness of SLA research in L2 pedagogy. To this end, 83 teachers, 40 TEFL teachers and 43 non-TEFL teachers, participated in this study. They filled out a questionnaire addressing their perceptions about SLA research and language pedagogy. The results revealed that the majority of TEFL teachers involved in doing research, at least as their educational term projects, while mostly no contribution was reported by non-TEFL teachers. In addition, TEFL teachers insisted that L2 teachers need to be involved in SLA research to be successful in their teaching career, while non-TEFL teachers were of the opposite opinion. Moreover, it was revealed that TEFL teachers considered the knowledge gained from research studies relevant and useful to their classroom actions, whereas non-TEFL teachers saw their experience more important for managing their classroom actions. Although both groups had contradictory perceptions of the relationship between SLA research and language pedagogy, they showed some common points in this regard. That is, both groups reported on their difficulty in having access to the research materials; they also expressed their willingness to do research.

The role of negotiation about cultural issues on the ESP teachers’ cultural identity development: A narrative inquiry

“…The analysis of narratives showed that the experienced ESP teachers created new methods of teaching, especially regarding cultural issues. Ali and Saber stated in excerpts 5 and 6, respectively, that Excerpt #5 … from now on, I find a great method to help the ESP learners to discuss in the classroom … whenever I teach a special term of their discipline which can have a cultural discussion on it, I will ask my students to discuss it based on their own culture … Excerpt #6 Negotiation on cultural issue leads me to think to create a model of discussion for my students … each student should talk about his/her discipline special concepts from the point of view of his/her own culture and the international point of view … Through negotiation on the cultural issues, it can be argued that the experienced ESP teachers reconstructed their identity from someone who received teaching methods from different sources to one who self-created his/her teaching methods (Johnson & Golombek, 2011;Zand-Moghadam, Meihami, 2016). Moreover, the analysis of the narratives produced by the experienced ESP teachers indicated, implicitly, that they would like to reflect on their teaching methods regarding their cultural identity in the future.…”

Identity-oriented English Language Teachers’ Education Programs as the Arena of Becoming a Glocal English Language Teacher

“…There is a long-lasting discussion on the complexity of making a connection between theory and practice, not only in second language teaching and learning, but also in almost all professions (Kvernbekk, 2012;Zand-Moghadam and Meihami, 2016). Ulvik and Smith (2019) believe, that English language teachers expect the English language teacher's education programs as a venue, which is showing the relevance of theory and practice to them.…”