Experienced and Novice Teachers’ Cognitive Construction of the Noticing Concept in Language Teaching

Journal of Language and Translation

دوره 12، شماره 1، فروردین 2022، صفحه 17-34   

نوع مقاله: Research Articles

شناسه دیجیتال (DOI): 10.30495/ttlt.2022.688233

نویسندگان

Zahra Zargaran¹؛ Mohammad Khatib^{* 2}؛ Parviz Birjandi³؛ Massood Yazdanimoghaddam⁴

¹Department of Foreign Language and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran

²Department of Foreign Language and Literature, Allameh TabatabaUniversity, Tehran, Iran

³Science and Research Branch, Islamic Azad University, Tehran, Iran

⁴Garmsar Branch, Islamic Azad University, Garmsar, Iran

چکیده

The language teaching literature has developed a myriad of compelling evidence to impress the need of attention to language form; yet, this solid knowledge is not inclusive of teachers’ perception of noticing in teaching language form. Accordingly, teachers’ cognition in conceptualizing noticing concept was the main aim of this research. The study was also tried to find out teachers’ experience tenor in conceptualizing noticing. For this purpose, a noticing concept inventory (NCI) was developed. A total sample of 689 male and female English teachers was assigned to the study through two phases of factor analysis. Subsequently, 60 teachers responded to the NCI. The empirical findings from the first phase of the study revealed seven noticing constructs, namely 1) Pedagogical effect, 2) Learners’ characteristics, 3) Type of input, 4) Skill type, 5) Task type, 6) Time, and 7) Measurement. In the second phase of the study, the result showed that teaching experience is assigned as a dividing line between experienced and inexperienced teachers in the conceptualization of noticing in teaching. 

کلیدواژه‌ها

Noticing؛ Noticing Construct؛ Noticing inventory؛ Teacher cognition؛ Teaching experience

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