Iranian Prospective English Language Teachers’ Perceptions of Neurocognitive Science Core Concepts: A Phenomenological Study | ||
| جستارهای زبانی | ||
| Article 11, Volume 15, Issue 1 - Serial Number 79, 1403, Pages 259-292 PDF (1.16 M) | ||
| Document Type: مقاله تحقیق | ||
| DOI: 10.48311/LRR.15.1.259 | ||
| Authors | ||
| Hamid Khosravany Fard1; Seyyed Mohammad Reza Adel* 1; Ali Moghimi2; Mohammad Davoudi1; Saeed Ghaniabadi1 | ||
| 1Department of English Language and Literature, Hakim Sabzevari University, Sabzevar, Iran | ||
| 2Department of Biology, Ferdowsi University of Mashhad, Mashhad, Iran | ||
| Abstract | ||
| Advocating the inclusion of neurocognitive science concepts in English language teacher training curriculum is gaining more interest. However, little is known about the prospective teachers' perceptions of neurocognitive science core concepts. The purpose of this phenomenological study was to explore the prospective ELT teachers' perceptions of the neurocognitive core concepts and the applications of them through the lens of four neuro-educational models in the classroom practices. Fifteen prospective Iranian ELT teachers were interviewed and the data were analyzed using the phenomenological method. The findings revealed that the prospective ELT teachers lacked a clear understanding of the neurocognitive concepts and their implications in classroom practices. The findings support the inclusion of neurocognitive science core concepts training in language teachers' professional development. | ||
| Keywords | ||
| neurocognitive science; ELT teachers; teacher education; neurocognitive core concepts | ||
| References | ||
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