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Factors Impacting Foreign Language Teacher Cognition.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Factors Impacting Foreign Language Teacher Cognition./
作者:	Sanzo, Stephanie.
面頁冊數:	1 online resource (152 pages)
附註:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
標題:	Foreign language instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27835956click for full text (PQDT)
ISBN:	9798664748086

Factors Impacting Foreign Language Teacher Cognition.
Sanzo, Stephanie.

Factors Impacting Foreign Language Teacher Cognition. - 1 online resource (152 pages)

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ed.D.)--University of Hartford, 2020.

Includes bibliographical references

Americans who speak another language represent a small portion of the population, especially compared to their international peers. This problem of language proficiency may soon impact Americans' competitiveness in science and technology, as well as national security and diplomacy. Further examination of this problem prompts a look at language learning in the classroom setting, and best practices associated with language teaching. A review of the literature identifies a gap between what teachers believe about effective teaching, and what they actually practice. This gap is linked to their cognition, which is explored in this study.In this study, the researcher used a qualitative phenomenological research design. The research question guiding this study was: What do secondary foreign language (L2) teachers in the Northeastern US report regarding the factors that influence their cognition, including their identity, learning, biographies, emotions, contextual factors, and participation in communities of practice? Yazan's (2018) conceptual framework for language teacher identity was used as the conceptual framework for this study. This framework outlines various factors that affect L2 teachers' cognition, such as teacher learning, teacher identity, teachers' participation in communities of practice, teacher biographies, teacher emotions, and contextual factors.The participants in this study included 12 practicing secondary foreign language teachers in the Northeastern US. Methods for data collection included in-depth semi-structured interviews using questions based on Yazan's (2018) framework. Data were analyzed according to the procedures outlined in Moustakas's (1994) transcendental phenomenology. From this phenomenological data analysis the researcher presented findings, conclusions, and recommendations.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798664748086Subjects--Topical Terms:

3541319
Foreign language instruction.
Subjects--Index Terms:

Communicative language teachingIndex Terms--Genre/Form:

542853
Electronic books.

Factors Impacting Foreign Language Teacher Cognition.
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