Between theory and practice : foreign language teacher students’ cognition of oral proficiency and grammar teaching in Sweden
Nilsson, T., Harjanne, P. & Rosell Steuer, P. (2019). Between theory and practice : foreign language teacher students’ cognition of oral proficiency and grammar teaching in Sweden. Apples : Journal of Applied Language Studies, 13 (1), 113-131. doi:10.17011/apples/urn.201903011692
Published in
Apples : Journal of Applied Language StudiesDate
2019Copyright
© Authors, 2019
The present study explores patterns of cognition among 14 foreign language (FL)
teacher students in Sweden regarding teaching oral proficiency and grammar in
French German, Italian and Spanish. It is based on reflective cumulative log texts
written by the students during a theoretical course in FL pedagogy. The log texts
were investigated using qualitative content analysis to uncover central themes and
patterns of agency. The findings indicate, among other things, that the FL teacher
students hold strong experience-based cognitions regarding teaching both oral
proficiency and grammar, and that, regardless if their FL learning experiences at
school were based on form-focused teaching or communicative teaching, they struggle to
negotiate the role of grammar in a communicative language teaching framework.
Publisher
University of Jyväskylä, Centre for Applied Language StudiesISSN Search the Publication Forum
1457-9863Metadata
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