This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with reference to three main themes: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. In addition, the findings of studies into two specific curricular areas in language teaching which have been examined by teacher cognition – grammar teaching and literacy – are discussed. This review indicates that, while the study of teacher cognition has established itself on the research agenda in the field of language teaching and provided valuable insight into the mental lives of language teachers, a clear sense of unity is lacking in the work and there are several major issues in language teaching which have yet to be explored from the perspective of teacher cognition.

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Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do

On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research: Republication from The Modern Language Journal, 81, 1997, 285-300

http://www.finchpark.com/courses/tkt/Unit_32/feedback_on_writing.pdf

The Effect of Different Types of Corrective Feedback on ESL Student Writing.

Empirical studies are essential to improving our understanding of the relationship between accent and pronunciation teaching. However, the study of pronunciation has been marginalized within the field of applied linguistics. As a result, teachers are often left to rely on their own intuitions with little direction. Although some instructors can successfully assist their students under these conditions, many others are reluctant to teach pronunciation. In this article we call for more research to enhance our knowledge of the nature of foreign accents and their effects on communication. Research of this type has much to offer to teachers and students in terms of helping them to set learning goals, identifying appropriate pedagogical priorities for the classroom, and determining the most effective approaches to teaching. We discuss these possibilities within a framework in which mutual intelligibility is the primary consideration, although social ramifications of accent must also be taken into account. We describe several problem areas and identify some misconceptions about pronunciation instruction. In addition, we make suggestions for future research that would address intelligibility, functional load, computer-assisted language learning, and the role of the listener. Finally, we recommend greater collaboration between researchers and practitioners, such that more classroomrelevant research is undertaken.

https://www.jstor.org/stable/info/3588486

Second Language Accent and Pronunciation Teaching: A Research- Based Approach.

Providing a solid foundation in second language acquisition, this book has become the leading introduction to the subject for students of linguistics, psychology and education, and trainee language teachers. Now in its third edition, the textbook offers comprehensive coverage of fundamental concepts, including second language acquisition (SLA) in adults and children, in formal and informal learning contexts, and in diverse socio-cultural settings, and takes an interdisciplinary approach, encouraging students to consider SLA from linguistic, psychological and social perspectives. Each chapter contains a list of key terms, a summary, and a range of graded exercises suitable for self-testing and class discussion. The third edition has been revised throughout, and features new material on the practical aspects of teaching language, along with updated online resources, including new classroom activities to accompany each chapter, as well as updated references and further reading suggestions.

https://repository.bbg.ac.id/bitstream/588/1/Introducing_Second_Language_Acquisition_.pdf

Introducing Second Language Acquisition

How Languages Are Learned

Speech act theory has greatly influenced both the study and teaching of language use; however, given its philosophical roots, it has been short on empirical support. In recent years numerous speech act studies have been conducted. In these studies, though, there has been little discussion of research methodology, specifically data collection techniques. This paper reports the results of a study (based on Rose, 1994), which addresses methodological validation in speech act research. We administered discourse-completion tests (DCTs) and multiple-choice questionnaires (MCQs), designed to elicit requests, to two groups of 36 Japanese female undergraduates. As with Rose (1994), there were significant differences in most situations (11 of 12), with those completing the MCQ choosing to opt out or hint more frequently than those completing the DCT. These results seem to indicate some serious problems with DCTs, which need to be addressed if they are to be used in speech act studies.

Kenneth R. Rose

Papers

How Languages Are Learned

Eliciting Speech Act Data in Japanese: The Effect of Questionnaire Type