Relations between EFL teachers’ formal knowledge of grammar and their in-action mental models of children's minds and learning |
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| Authors: | Orly Haim Sidney Strauss Dorit Ravid |
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| Institution: | aEnglish Department, School of Education, Beit-Berl College, Doar Beit-Berl 44905, Israel;bSchool of Education, Tel-Aviv University, Ramat-Aviv, Tel-Aviv 69978, Israel |
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| Abstract: | We studied the relations between English as a foreign language teachers’ grammar knowledge and their in-action mental models (MMs) of children's minds and learning. The grammar knowledge we examined was English wh-constructions. A total of 74 teachers completed an assessment task and were classified to have deep, intermediate or shallow knowledge. Ten teachers (five with deep and five with shallow level) were videotaped teaching wh-questions. The data were analysed qualitatively to determine the teachers’ MM, and then quantitatively to test similarities/differences in their MM's expression. The findings revealed an identical MM among all teachers that is expressed differently as a function of knowledge level. |
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| Keywords: | Mental models Subject matter knowledge Language teaching Grammar teaching Wh-constructions Teachers’ knowledge EFL-English as a foreign language |
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