Cognitions and Practices of Iranian ELT Instructors and Content Teachers in Teaching Discipline-Based EAP Courses: A Replication Study

Fatemeh Soleimani, Ahmad Alibabaee

Abstract


Although research studies on methodological issues of English for General Purposes are abundant in the literature, they are still one of the less explored areas of research in English for Academic Purposes, especially with respect to teachers’ cognitions and practices. Also, lack of collaboration between ELT instructors and content teachers in teaching discipline-based EAP courses has resulted in noticeable inconsistencies in the two groups’ instructions. The present study was an extension of Atai and Fatahi-Majd (2014) and explored the cognitions and practices within and across six Iranian ELT instructors and six content teachers regarding their translation-based, form focused, feedback and vocabulary teaching activities. Each participant was observed for six sessions. Field note taking and semi-structured interviews were also done with the two groups of teachers so as to delve into the cognitions underlying their actual practices. The general findings supported Atai and Fatahi (2014) in all the areas under investigation where there were within group inconsistences and across-group discrepancies within and between the two groups of teachers respectively with content teachers being much more inconsistent than ELT instructors in terms of their practices and cognitions. The findings of the study have implications for renewing the current practices of ELT instructors and content teachers teaching discipline-based EAP courses worldwide.


Keywords


ELT instructors; Feedback; Form-focused activities; Teachers’ practices and cognitions; Translation-based activities

Full Text:

PDF

References


Alexander, O. (2007). Groping in the dark or turning on the light: Routes into teaching English for academic purposes. In T. Lynch & J. Northcott (Eds.), Educating legal English specialists and teacher education in EAP: Proceedings of IALS teacher education symposia, 2004 and 2006. Institute for Applied Language Studies, University of Edinburgh.

Alexander, O. (2012). Exploring teacher beliefs in teaching EAP at low proficiency levels. Journal of English for Academic Purposes, 11, 99–111.

Anthony, L. (2011). Products, processes, and practitioners: A critical look at the importance of specificity in ESP. Taiwan International ESP Journal, 3(2), 1–18.

Atai, M. R. (2002). EAP curriculum planning in Iran: An incoherent educational experience. Special Issue of the Journal of Faculty of Letters and Humanities, Teacher Training University, 9, 17–34.

Atai, M. R. (2006). EAP teacher education: Searching for an effective model integrating content and language teachers’ schemes. In Proceedings of PAAL conference. Kangwong National University, Chuncheon, Korea.

Atai, M. R., & Nazari, O. (2011). Exploring reading comprehension needs of Iranian EAP students of health information management (HIM): A triangulated approach. System, 39, 30–43.

Atai, M. R., & Shoja, L. (2011). A triangulated study of academic language needs of Iranian students of computer engineering: Are the courses on track? RELC Journal, 43, 305–323.

Atai, M. R., & Tahririan, M. H. (2003).Assessment of the status of ESP in the current Iranian higher educational system. Proceedings of LSP: Communication, culture and knowledge conference. Guilford, England: University of Surrey.

Atai, M. R., & Fatahi-Majd, M. (2014).Exploring practices and cognitions of Iranian ELT instructors and subject teachers in teaching EAP reading comprehension.English for Specific Purposes, 33(1), 27–38.

Belcher, D. D. (2009). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, practice and everyday life. TESOL Quarterly, 40, 133–156.

Bernhardt, E. B. (2011). Understanding advanced second-language reading. London: Routledge.




DOI: http://dx.doi.org/10.21093/ijeltal.v3i1.115

Refbacks

  • There are currently no refbacks.



Creative Commons License
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) by http://ijeltal.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


 

Abstracting and Indexing

                   



Contact Us: IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics; Address: FTIK, IAIN Samarinda; Jl. H.A.M. Rifadin, Samarinda, Kalimantan Timur, Indonesia. Email: ijeltalj@gmail.com