Existing Research: Instructor Cognition
Aykel, A. (1997). Experienced and student EFL teachers' instructional thoughts and actions. Canadian Modern Language Review, 53(4), 677-704.
Baker, A. A. (2011). ESL teachers and pronunciation pedagogy: Exploring the development of teachers’ cognitions and classroom practices. In J. Levis & K. LeVille (Eds.), Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, 82-94. Ames, IA: Iowa State University.
Baker, A. A. (2012). Discourse Prosody and Teachers’ Stated Beliefs and Practices. TESOL Journal, 2(3), 263-292.
Baldwin, L. & Long, A. (Forthcoming). Investigating Instructors' Stated Beliefs about Pronunciation Instruction in the Spanish Foreign Language Classroom.
Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243-272.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109.
Borg, S. (2005). Teacher cognition in language teaching. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 190-209). Basingstoke: Palgrave Macmillan.
Borg, S. (2006). Teacher cognition and language education: Research and practice. New York: Continuum.
Cabaroglu, N., & Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. System, 28(3), 387–402.
Farrell, T. S. C. (2006). Reflective practice in action: a case study of a writing teacher’s reflections on practice. TESL Canada Journal, 23, 77-90.
Farrell, T. S., & Kun, S. T. K. (2008). Language policy, language teachers' beliefs, and classroom practices. Applied Linguistics, 29(3), 381-403.
Feryok, A. (2010). Language teacher cognitions: Complex dynamic systems? System, 38(2), 272-279.
Gurzynski-Weiss, L. (2010). Factors Influencing Oral Corrective Feedback Provision in the Spanish Foreign Language Classroom: Investigating Instructor Native/Nonnative Speaker Status, SLA Education, & Teaching Experience. Doctoral Dissertation, Georgetown University, Washington, D.C.
Gurzynski-Weiss, L. (2014). Spanish Graduate Instructors’ In-Class Cognition and Feedback Provision over Time. In R.T. Miller et al. (Eds.), Selected Proceedings of the 2012 Second Language Research Forum (pp. 227-239). Somerville, MA: Cascadilla Proceedings Project.
MacDonald, S. (2002). Pronunciation – views and practices of reluctant teachers. Prospect, 17(3), 3-16.
Mackey, A., Polio, C., & McDonough, K. (2004). The relationship between experience, education, and teachers' use of incidental focus-on-form techniques. Language Teaching Research, 8(3), 301-27.
Phipps, S., & Borg, S. (2007). Exploring the relationship between teachers’ beliefs and their classroom practice. The Teacher Trainer, 21(3), 17-19.
Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390.
Polio, C., Gass, S. M., & Chapin, L. (2006). Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition, 28, 237-67.
Richards, J., Gallo, P., & Renandya, W. (2001). Exploring teachers’ beliefs and the processes of change. PAC Journal, 1(1), 41–58.
Sifaki, N. & Sougari, A-M. (2005). Pronunciation Issues and EIL Pedagogy in the Periphery: A Survey of Greek State School Teachers’ Beliefs. TESOL Quarterly, 39, 467-488.
Baker, A. A. (2011). ESL teachers and pronunciation pedagogy: Exploring the development of teachers’ cognitions and classroom practices. In J. Levis & K. LeVille (Eds.), Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, 82-94. Ames, IA: Iowa State University.
Baker, A. A. (2012). Discourse Prosody and Teachers’ Stated Beliefs and Practices. TESOL Journal, 2(3), 263-292.
Baldwin, L. & Long, A. (Forthcoming). Investigating Instructors' Stated Beliefs about Pronunciation Instruction in the Spanish Foreign Language Classroom.
Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243-272.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109.
Borg, S. (2005). Teacher cognition in language teaching. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 190-209). Basingstoke: Palgrave Macmillan.
Borg, S. (2006). Teacher cognition and language education: Research and practice. New York: Continuum.
Cabaroglu, N., & Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. System, 28(3), 387–402.
Farrell, T. S. C. (2006). Reflective practice in action: a case study of a writing teacher’s reflections on practice. TESL Canada Journal, 23, 77-90.
Farrell, T. S., & Kun, S. T. K. (2008). Language policy, language teachers' beliefs, and classroom practices. Applied Linguistics, 29(3), 381-403.
Feryok, A. (2010). Language teacher cognitions: Complex dynamic systems? System, 38(2), 272-279.
Gurzynski-Weiss, L. (2010). Factors Influencing Oral Corrective Feedback Provision in the Spanish Foreign Language Classroom: Investigating Instructor Native/Nonnative Speaker Status, SLA Education, & Teaching Experience. Doctoral Dissertation, Georgetown University, Washington, D.C.
Gurzynski-Weiss, L. (2014). Spanish Graduate Instructors’ In-Class Cognition and Feedback Provision over Time. In R.T. Miller et al. (Eds.), Selected Proceedings of the 2012 Second Language Research Forum (pp. 227-239). Somerville, MA: Cascadilla Proceedings Project.
MacDonald, S. (2002). Pronunciation – views and practices of reluctant teachers. Prospect, 17(3), 3-16.
Mackey, A., Polio, C., & McDonough, K. (2004). The relationship between experience, education, and teachers' use of incidental focus-on-form techniques. Language Teaching Research, 8(3), 301-27.
Phipps, S., & Borg, S. (2007). Exploring the relationship between teachers’ beliefs and their classroom practice. The Teacher Trainer, 21(3), 17-19.
Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390.
Polio, C., Gass, S. M., & Chapin, L. (2006). Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition, 28, 237-67.
Richards, J., Gallo, P., & Renandya, W. (2001). Exploring teachers’ beliefs and the processes of change. PAC Journal, 1(1), 41–58.
Sifaki, N. & Sougari, A-M. (2005). Pronunciation Issues and EIL Pedagogy in the Periphery: A Survey of Greek State School Teachers’ Beliefs. TESOL Quarterly, 39, 467-488.
