Tìm hiểu những yếu tố ảnh hưởng đến nhận thức của giáo viên trẻ dạy Tiếng Anh ở Việt Nam

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In an effort to enhance language teaching and learning practices, recent studies have demonstrated a strong relationship between teacher cognition and these two areas (e.g., Shinde & Karekatti, 2012). They have also shown that a variety of factors can influence this relationship, which highlights teacher cognition as an important area of study (Borg, 2003; Phipps & Borg, 2009). Guided by Borg’s (2015) model of language teacher cognition, this paper reports on one aspect of a larger study that examined the influence of contextual factors on the cognitions and practices of Vietnamese EFL novice teachers. Semi-structured interviews, classroom observations and stimulated recall interviews were conducted with five novice teachers from two high schools, one in a rural and one in an urban area of Vietnam. Results demonstrated the impact of Communicative Language Teaching (CLT) as the preferred approach in teachers’ talk about EFL; however, their dedication to this approach and hence their practice were shaped by various contextual factors, particularly the teachers’ perceptions of their students. This paper concludes with a discussion about supporting novice teachers to overcome contextual factors whilst implementing CLT and suggestions for future research on students’ beliefs to inform better teaching practice .

Keyword: Keywords: language teacher cognition; novice teachers; CLT; Vietnamese EFL context

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