Understanding Teachers' Pedagogical Knowledge In ESL Vocabulary Teaching

Authors

  • Maizatulliza Muhamad Sultan Idris Education University
  • Richard Kiely University of Southampton

DOI:

https://doi.org/10.18533/journal.v7i1.1328

Keywords:

teaching of vocabulary, communicative language teaching, ESL

Abstract

In communicative language teaching classrooms, one of the main emphases is on students’ ability to use the target language for real life purposes. To achieve this goal, teachers may have to ensure that students have adequate vocabulary to express their feelings and ideas. Previous research on vocabulary teaching and learning tends to be quantitative in nature focusing on testing the effectiveness of some techniques. This research study however, is an attempt to understand teachers’ pedagogical systems that influence their practice in actual classroom interactions during vocabulary teaching and learning. In-depth interviews and classroom observations with two experienced Malaysian ESL teachers were conducted. The interviews highlighted the teachers’ beliefs as well as challenges they faced with regards to vocabulary teaching and learning. The classroom observations revealed that their practice was very much a reflection of their own beliefs, based on their own experience as students as well as teachers. The results of this study showcased the fact that teachers operate within the spectrum of their pedagogical knowledge. 

Author Biographies

  • Maizatulliza Muhamad, Sultan Idris Education University
    Senior Lecturer, English Language and Literature Department
  • Richard Kiely, University of Southampton
    Professor, Modern Languages and Linguistics Department

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Published

2018-02-02

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