摘要：This study attempted to investigate teachers certified in English language teaching (referred to as TCELTs hereafter) and university graduates' teacher cognition in respect to error correction strategies they applied in classroom which would offer an insightful analysis of teachers' pedagogical knowledge and how and why university graduates and TCELTs deal with the students' spoken errors in certain ways. A questionnaire, containing twenty ill-formed sentences along with the feedback, was developed to unearth university graduates and TCELTs' teacher cognition in relation to their corrective feedback strategies. A sound recorder was also utilized to record the proceedings of the class to be analyzed as the indication of their practice. The findings suggested that the university graduates and TCELTs held similar views regarding their stated beliefs towards different types of error correction strategies, whereas, university graduates had higher stated beliefs toward the corrective feedback and made more correction of their students' ill-formed sentences. Furthermore, the study indicated that both the TCELTs and university graduates had opposite perspectives concerning their beliefs vis-a-vis practices of error correction strategies. In addition, the study demonstrated that the TCELTs tended to make the corrections implicitly, whereas, university graduates were more willing to correct students' ill-formed sentences explicitly. Finally, this study suggests some pedagogical implications that teachers could follow to bridge the gulf between their stated beliefs and practices.
其他摘要：This study attempted to investigate teachers certified in English language teaching (referred to as TCELTs hereafter) and university graduates' teacher cognition in respect to error correction strategies they applied in classroom which would offer an insightful analysis of teachers' pedagogical knowledge and how and why university graduates and TCELTs deal with the students' spoken errors in certain ways. A questionnaire, containing twenty ill-formed sentences along with the feedback, was developed to unearth university graduates and TCELTs' teacher cognition in relation to their corrective feedback strategies. A sound recorder was also utilized to record the proceedings of the class to be analyzed as the indication of their practice. The findings suggested that the university graduates and TCELTs held similar views regarding their stated beliefs towards different types of error correction strategies, whereas, university graduates had higher stated beliefs toward the corrective feedback and made more correction of their students' ill-formed sentences. Furthermore, the study indicated that both the TCELTs and university graduates had opposite perspectives concerning their beliefs vis-a-vis practices of error correction strategies. In addition, the study demonstrated that the TCELTs tended to make the corrections implicitly, whereas, university graduates were more willing to correct students' ill-formed sentences explicitly. Finally, this study suggests some pedagogical implications that teachers could follow to bridge the gulf between their stated beliefs and practices.
关键词：teacher cognition;corrective feedback;pedagogical knowledge;educational background;University graduates;teachers certified in English language teaching
