Chapter 8. Vietnamese TESOL teachers’ cognitions and practices
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Thi Le Hoang Chu✝
Abstract
Due to its historical and socio-cultural context, the traditional way of teaching and learning in Vietnam follows Confucian traditions and is characterized by teacher-centeredness and passive student learning. To develop learner autonomy and promote the development of communicative competence, especially in English classrooms, recent policy reforms require a shift from traditional teaching to a learner-centered approach and methods that promote meaningful interaction. This study was undertaken in a tertiary teaching setting in Vietnam where English is taught to speakers of other languages. A total of 36 English language teachers participated with a particular focus, a sub-group of 10. We used open-ended survey questions, classroom observations, and in-depth interviews to explore teacher cognitions and the relationship of these to pedagogical practices. Using thematic analysis, we found that teachers’ cognitions centered on five issues: centrality of student need, the acknowledgement of student characteristics, the cultivation of student autonomy, the development of interpersonal relationships in the classroom, and principled pragmatism. Through classroom observations we found individual variation, but overall a complex, and at times inconsistent, relationship between teacher cognitions and their classroom practices.
Abstract
Due to its historical and socio-cultural context, the traditional way of teaching and learning in Vietnam follows Confucian traditions and is characterized by teacher-centeredness and passive student learning. To develop learner autonomy and promote the development of communicative competence, especially in English classrooms, recent policy reforms require a shift from traditional teaching to a learner-centered approach and methods that promote meaningful interaction. This study was undertaken in a tertiary teaching setting in Vietnam where English is taught to speakers of other languages. A total of 36 English language teachers participated with a particular focus, a sub-group of 10. We used open-ended survey questions, classroom observations, and in-depth interviews to explore teacher cognitions and the relationship of these to pedagogical practices. Using thematic analysis, we found that teachers’ cognitions centered on five issues: centrality of student need, the acknowledgement of student characteristics, the cultivation of student autonomy, the development of interpersonal relationships in the classroom, and principled pragmatism. Through classroom observations we found individual variation, but overall a complex, and at times inconsistent, relationship between teacher cognitions and their classroom practices.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
-
Introduction
- Chapter 1. Expanding individual difference research in the interaction approach 3
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Learners
- Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
- Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
- Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
- Chapter 5. Gender and recasts 99
- Chapter 6. Interaction and phonetic form in task completion 121
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Instructors
- Chapter 7. Instructor individual characteristics and L2 interaction 151
- Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
- Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
- Chapter 10. Linguistic variation in instructor provision of oral input 225
- Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
- Chapter 12. Preservice instructors’ performance on a language learning task 281
-
Other interlocutors
- Chapter 13. Look who’s interacting 305
- Index 325
Kapitel in diesem Buch
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
-
Introduction
- Chapter 1. Expanding individual difference research in the interaction approach 3
-
Learners
- Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
- Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
- Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
- Chapter 5. Gender and recasts 99
- Chapter 6. Interaction and phonetic form in task completion 121
-
Instructors
- Chapter 7. Instructor individual characteristics and L2 interaction 151
- Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
- Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
- Chapter 10. Linguistic variation in instructor provision of oral input 225
- Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
- Chapter 12. Preservice instructors’ performance on a language learning task 281
-
Other interlocutors
- Chapter 13. Look who’s interacting 305
- Index 325
