Understanding Novice and Experienced Teachers’ Cognitions and Practices for Sustainable Teacher Development: The Case of Form-Focused Instruction in English Language Teaching

Qiang Sun and Lawrence Jun Zhang
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Qiang Sun: School of Foreign Languages, Henan Polytechnic University, Jiaozuo 454003, China
Lawrence Jun Zhang: School of Foreign Studies, Xi’an Jiaotong University, Xi’an 710049, China

Sustainability, 2022, vol. 14, issue 8, 1-17

Abstract: Framed in Complexity Theory, this paper presents a multi-case study of Chinese university English teachers’ cognitions and practices about form-focused instruction in English language teaching. Four teachers, including two novice teachers and two experienced ones, were involved in the study. A triangulation method, including semi-structured interviews, classroom observations and stimulated recall interviews, was used to examine and compare their cognitions and practices. Research findings reveal that all teachers favoured focus on form instruction rather than focus on forms instruction in English teaching in their cognitions; however, the two novice teachers failed to implement focus on form instruction in practices, whereas the two experienced teachers carried it out consistently. The result calls for effective teacher education programmes for sustainable teacher development, particularly in sustaining the development of novice teachers’ knowledge about how to implement focus on form instruction in pedagogical practice. The implications arising from this study for L2 teacher education in China and similar L2 contexts are also discussed.

Keywords: teachers’ cognitions; Complexity Theory; form-focused instruction; novice teachers; experienced teachers; Chinese English as a foreign language (EFL) teachers (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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