EAP Teacher Cognition: A Qualitative Study of Iranian In-Service EAP Teachers' Cognitions
Publish place: Journal of Language Horizons، Vol: 1، Issue: 2
Publish Year: 1396
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_LGHOR-1-2_002
تاریخ نمایه سازی: 5 خرداد 1398
Abstract:
Teaching English for Academic Purposes (EAP) requires specific qualifications on the part of teachers for which reconstruction of cognitions on EAP is a prerequisite. Previous studies have largely taken the quality of teachers EAP cognitions for granted and few studies, if any, have sought to examine in-service teachers tacitly-held cognitions on EAP. This study aimed to examine in-service teachers cognitions on key EAP issues including EAP goals, distinction between EAP and English for General Purposes (EGP), and EAP teacher qualifications as well as roles. Data were collected through semi-structured interviews and life-history narratives from nine EAP practitioners at a state university in Iran. Results showed that the teachers cognitions were mainly incongruent with the EAP principles. A close relationship was also found among individual teachers cognitions on different key issues. It is concluded that despite their past practical experience, in-service EAP teachers cognitions might be limited and in need of reconstruction. The findings may promise some implications for EAP teacher education and research.
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Authors
Mahmoud reza Atai
Kharazmi University
Esmat Babaii
Kharazmi University, Tehran, Iran
Behruz Lotfi Gaskaree
English department, Faculty of Humanities, Kharazmi University, Tehran, Iran
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