Relationships between Foreign Language Teachers’ Cognitions and Actions: Evidence from Instructors at Tertiary-level

Year 2019, , 145 - 159, 31.01.2019

Mustafa Öztürk , Ali Yıldırım

https://doi.org/10.16986/HUJE.2018038544

Abstract

Teacher cognition and teacher action are two interrelated
concepts of teaching and thus ought to be studied together in-depth to understand
the nature of teaching and its effect on educational achievement. Examining the
relationship between language teachers’ cognitions and their actions has the
potential to inform and guide current and future instructional practices in
language teaching settings. From this point forth, this correlational study
aims to answer in what way language teachers’ language learning cognitions may
predict their language teaching practices. The data were collected from 606 instructors
teaching English in various higher education institutions in Turkey by means of
a cross-sectional inventory and then analyzed primarily through canonical
correlation analysis. During the data analysis process, multivariate normality;
linearity (among variables and linear composites); homoscedasticity; and
multicollinearity were also evaluated. The general results indicated that the
participants having competence-oriented approaches and executive learner
preferences would exhibit adherence to traditional (conservative) pedagogy, but
divergence from communicative practices in instructional planning and error
correction. Similarly, the participants disfavoring legislative learners would
tend to diverge from communicative practices in instructional planning and
error correction; on the contrary they would reflect a tendency towards
traditional (conservative) pedagogy.

Keywords

Teacher cognition, teacher action, language teaching, language learning, higher education

Yabancı Dil Öğretmenlerinin Bilişleri ile Eylemleri Arasındaki İlişkiler: Üniversite Öğretim Elemanlarından Bulgular

Abstract

Öğretmen bilişi ve öğretmen eylemi, öğretimin birbiriyle ilişkili
iki temel kavramıdır ve bu nedenle öğretimin doğasını ve başarı üzerindeki
etkisini anlayabilmek için birlikte ve derinlemesine incelenmeleri gerekir. Dil
öğretmenlerinin bilişleri ve eylemleri arasındaki ilişkiyi incelemek, dilin
öğretildiği ortamlarda yürütülen mevcut ve gelecekteki uygulamaları
bilgilendirme ve yönlendirme potansiyelini taşır. Bu noktadan hareketle, bu
ilişkisel çalışma, dil öğretmenlerinin dil öğrenmeye dair bilişlerinin dil
öğretim uygulamalarını hangi biçimlerde yordayabileceğini araştırmayı amaçlamıştır. Veriler, Türkiye’nin çeşitli
yükseköğretim kurumlarında görevli 606 öğretim elemanından, kesitsel tarama
envanteri kullanılarak toplanmış, kanonik korelasyon yöntemi ile analiz
edilmiştir. Verilerin
analizi aşamasında çok değişkenli normallik, doğrusallık (değişkenler ve
doğrusal bileşenler arasında), eş varyanslık ve çoklu doğrusal bağlantı
boyutları da test edilmiştir. Çalışmanın
genel sonuçları, dil öğrenmede öncelikler konusunda edinç odaklı bir yaklaşım benimseyen ve önceden belirlenmiş kuralları
söylendiği gibi uygulayan yürütücü öğrencileri tercih eden katılımcıların, geleneksel eğitim anlayışına daha yatkın
olabileceğini ve öğretimi planlama ve yanlış düzeltme konusunda iletişimsel uygulamalardan
uzaklaşabileceğini ortaya koymuştur. Benzer şekilde, kendi önceliklerine karar
verebilen kural koyucu öğrencileri
tercih etmeyen katılımcıların da öğretimi planlama ve yanlış düzeltme konusunda
iletişimsel uygulamalardan
uzaklaşabileceği ve geleneksel eğitim
anlayışına daha yatkın olabileceği gözlenmiştir.

Keywords

Öğretmen bilişi, öğretmen eylemi, dil öğretimi, dil öğrenme, yükseköğretim

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