دانلود پروپوزال آماده زبان انگلیسی
EFL Teachers’ Cognition of Language Curriculum: An Ethnographic Emic Perspective on their Evaluation of Teaching Method, Textbooks, and Assessment
Statement of the Problem
Teacher cognition is one of the central themes in language teacher education that has become an established area of research in the last fifteen years (Borg, 2019). As Richards and Burns (2016) mention, “teacher cognition encompasses the mental lives of teachers, how these are formed, what they consist of, and how teachers’ beliefs, thoughts, and thinking processes shape their understanding of teaching and their classroom practices” (p. 4). Similarly, Borg (2017) believes that teacher cognition refers to “the unobservable cognitive dimension of teaching – what teachers know, believe, and think” (p. 190).
Teachers are considered the most important factor in any language teaching procedure (McDonough, Shaw, & Masuhara, 2013); they can even compensate for deficiencies that exist in a curriculum (Richards, 2016). Therefore, it is important to see teachers as active professionals who can make generalizations based on their own practice (McDonough et al., 2013).
– Research Questions of the Study
– Hypotheses of the Study
– Definitions of Key Terms
Review of the Literature
– Design of the Study
– Data Analysis