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Understanding teachers' pedagogical knowledge in ESL vocabulary teaching

Understanding teachers' pedagogical knowledge in ESL vocabulary teaching
Understanding teachers' pedagogical knowledge in ESL vocabulary teaching
In communicative language teaching classrooms, one of the main emphases is on students’ ability to use the target language for real life purposes. To achieve this goal, teachers may have to ensure that students have adequate vocabulary to express their feelings and ideas. Previous research on vocabulary teaching and learning tends to be quantitative in nature focusing on testing the effectiveness of some techniques. This research study however, is an attempt to understand teachers’ pedagogical systems that influence their practice in actual classroom interactions during vocabulary teaching and learning. In-depth interviews and classroom observations with two experienced Malaysian ESL teachers were conducted. The interviews highlighted the teachers’ beliefs as well as challenges they faced with regards to vocabulary teaching and learning. The classroom observations revealed that their practice was very much a reflection of their own beliefs, based on their own experience as students as well as teachers. The results of this study showcased the fact that teachers operate within the spectrum of their pedagogical knowledge.
2167-9045
36-47
Muhammad, Maizatulliza
b53d2d6d-9d7b-4309-9cde-f4329da9a128
Kiely, Richard
2321c0cb-faf6-41e2-b044-2c3933e93d6e
Muhammad, Maizatulliza
b53d2d6d-9d7b-4309-9cde-f4329da9a128
Kiely, Richard
2321c0cb-faf6-41e2-b044-2c3933e93d6e

Muhammad, Maizatulliza and Kiely, Richard (2018) Understanding teachers' pedagogical knowledge in ESL vocabulary teaching. Journal of Arts and Humanities, 7 (1), 36-47. (doi:10.18533/journal.v7i1.1328).

Record type: Article

Abstract

In communicative language teaching classrooms, one of the main emphases is on students’ ability to use the target language for real life purposes. To achieve this goal, teachers may have to ensure that students have adequate vocabulary to express their feelings and ideas. Previous research on vocabulary teaching and learning tends to be quantitative in nature focusing on testing the effectiveness of some techniques. This research study however, is an attempt to understand teachers’ pedagogical systems that influence their practice in actual classroom interactions during vocabulary teaching and learning. In-depth interviews and classroom observations with two experienced Malaysian ESL teachers were conducted. The interviews highlighted the teachers’ beliefs as well as challenges they faced with regards to vocabulary teaching and learning. The classroom observations revealed that their practice was very much a reflection of their own beliefs, based on their own experience as students as well as teachers. The results of this study showcased the fact that teachers operate within the spectrum of their pedagogical knowledge.

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More information

Accepted/In Press date: 31 January 2018
e-pub ahead of print date: 2 February 2018
Published date: 2018

Identifiers

Local EPrints ID: 426564
URI: http://eprints.soton.ac.uk/id/eprint/426564
ISSN: 2167-9045
PURE UUID: 6c40d266-a8a1-4fcd-ae4d-a45960eb648d

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Date deposited: 30 Nov 2018 17:30
Last modified: 21 Nov 2021 14:33

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Contributors

Author: Maizatulliza Muhammad
Author: Richard Kiely

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