Unveiling Linguistic Awareness: A Narrative Inquiry Into A Teacher’s Experiences In EFL Classrooms
DOI:
https://doi.org/10.51601/ijersc.v5i3.832Abstract
Language is used in our daily interactions to fulfil many different goals such as communicating information, ideas, beliefs, emotions and attitudes to one another orally or writtenly. To ensure the language is perceived appropriately, language learners should know about a language, how it is learned, how it is used, in order to achieve some purpose or solve some problems in communication. Applied linguistics in language teaching will help learners to deal with solving or at least ameliorating social or communicative problems involving language. This study aimed to explore the awareness of incorporating linguistics knowledge in EFL classrooms. The central issues of this study are challenges and strategies employed by the teacher to deal linguistics errors which appeared upon teaching listening in the classroom The study applied a narrative inquiry. The findings revealed that linguistics knowledge incorporated by teachers during the classroom learning were desperately needed to help students in understanding the tasks given and to facilitate students in communicating their ideas orally or writtenly.
Downloads
References
Brown, G. 1995. Dimensions in difficulty in listening comprehension. In Mendelsohn, D. and J. Rubin (eds.) A Guide for the Teaching of Second Language Listening. San Diego, CA: Dominie Press
Buck, G. 1995. How to Become a Good Listening Teacher. In D. Mendelsohn and J. Rubin (eds.) A Guide for the Teaching of Second Language Listening. San Diego, CA: Dominie Press.
Chaudron, C. and J. Richards 1986. The Effect of Discourse Markers on the Comprehension of Lectures. Applied Linguistics. 7(2): 113-127.
Clandinin, D.J., & Connelly, F.M. (1995). Teachers’ professional knowledge landscapes. New York: Teachers College Press.
Clandinin, D.J., & Connelly, F.M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
Clandinin, D.J., & Rosiek, J. (2006). Mapping a landscape of narrative inquiry: Borderland spaces and tensions. In D.J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 35–76). Thousand Oaks, CA: Sage Publications.
Farrell, T. S. C. (2015). Promoting Teacher Reflection in Second Language Education: A Framework for TESOL Professionals. New York: Routledge
Farrell, T. S. C. (2019): Professional development through reflective practice for English-medium instruction (EMI) teachers, International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2019.1612840
Long, D. 1989. Second Language Listening Comprehension: A schema-theoretic perspective. Modern Language Journal. 73:32-40.
Masalimova, A. R., Porchesku, G. V., & Liakhnovitch, T. L. (2016). Linguistic foundation of foreign language listening comprehension. International Electronic Journal of Mathematics Education, 11(1), 123-131.
Nunan, David (2003). Practical English Language Teaching. McGraw-Hill.
Rost, M. 2002. Teaching and Researching Listening. Harlow: Pearson Education/ Longman.
Rumelhart, D.E. and A . Ortony 1977. The Representation of Knowledge in Memory. In R.C. Anderson, RJ. Sprio, and W.E. Montagues (eds.) Schooling and the Acquisition of Knowledge. Hillsdale, NJ: Lawrence Erlbaum.
Richards, J. 1990. The Language Teaching Matrix. Cambridge: Cambridge University Press.
Tong, R. P. (2009). Feminist Thought: A More Comprehensive Introduction. University of North Carolina, Charlotte. Colorado: Westview Press. https://doi.org/10 9 8 7 6 5 4 3 2 1.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 International Journal of Educational Research & Social Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.
