![]() ![]() While learner beliefs about second language acquisition are regarded as an important factor shaping the learning process and outcomes (Ellis, 2008), teachers’ beliefs are also found instrumental in influencing classroom practices. There are three research questions in this study: 1) How is English simple past tense taught in Hong Kong primary and secondary classrooms? 2) How is this related to teachers’ cognition about simple past tense acquisition? 3) What are the pedagogical implications of the study? Findings reveal how teachers’ cognition might have led to the acquisition problems of tense, and if processing instruction might be effective in addressing the problem.Ĭorrespondence between beliefs and learning/teaching outcomes has been seriously examined. : Can processing instruction help? fills the gap in the literature by examining how teachers perceive the difficulties and strategies of acquiring simple past tense, and the pedagogical implications. This study entitled Teachers’ cognition about teaching and learning of English simple past tense in As tense is not realized overtly in Cantonese, Cantonese ESL learners have to establish the property from scratch. This is particularly the case when it comes to the acquisition of tense by Cantonese ESL learners. tense, agreement, articles) have been found to cause difficulty to ESL learners. Grammatical markers or functional categories (e.g. There is obviously a lack of studies concerning teachers’ cognition about the acquisition of a specific grammar item causing difficulty to ESL learners. Findings generally point to teachers’ beliefs of the importance of formal study of grammar, whether implicit or explicit grammar teaching is more effective, significance of error correction, use of metalanguage and the role of training and practice. It can be reflected in three different aspects: 1) teachers’ knowledge of grammar 2) teachers’ beliefs about grammar instruction, and 3) their practices of grammar teaching. 9), teachers’ cognition is “stores of beliefs, knowledge, theories, assumptions, and attitudes―that play a significant role in shaping teachers’ instructional decisions”. What these studies are interested in is the underlying teachers’ perception and beliefs which shape the teaching and learning outcomes.Īccording to Borg (1998: p. It encompasses the attitude of teachers, their language teaching beliefs, metalinguistic awareness, teaching experience and qualifications. Teachers’ cognition has been found to have a strong impact on classroom practices in the literature. You should know these by heart.Received 26 April 2016 accepted 14 August 2016 published 17 August 2016 To see these verbs listed alphabetically, go to: Common Irregular Verbs. Here are the most common irregular verbs in English, grouped by ending pattern. Oh no! It’s raining and I’ve forgotten my umbrella. The past participle is used with the perfect tenses, such as present and past perfect. The simple past form is used with the simple past tense. The base form is used with the simple present tense. Study the list of irregular verbs, following these guidelines: Irregular verbs have different past and past participle forms that you need to learn and memorize. An irregular verb is a verb in which the past tense is not formed by adding the normal -ed ending. Below, you will find a list of the most common irregular verbs in English.
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