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Abstract
Due to the fact that research in areas related to teacher experience is in short supply, the purpose of the present study is to fill the gap in L2 teacher education through comparing two groups of teachers, namely inexperienced vs. experienced, to see whether differences between them in the course of communication strategies (CSs) could be attributed to differences of their teaching experience. The database is drawn from audio-recordings of 15 lessons from five teachers totaling 27 hours of naturally occurring data. The audio-recordings were transcribed and analyzed quantitatively and qualitatively. A single semi-structured interview was also conducted with each teacher to gain access to their opinions. The findings indicated that inexperienced teachers followed relatively the same pattern of CS use in their talk. Meanwhile, experienced teachers used the least number of CSs. These patterns can be regarded as a sign of transformation in teacher cognition over time based on the reasons discussed in the paper.
Notes on contributor
Vahid Rahmani Doqaruni holds an MA in Teaching English as a Foreign Language (TEFL) from Mazandaran University, Babolsar, Iran. He is currently a Ph.D. candidate in TEFL at Ferdowsi University of Mashhad, Mashhad, Iran. He is also a lecturer in English language teaching at Aviation College, University of Applied Science and Technology, Mashhad, Iran. His major research interests are teacher education, action research, mixed methods research, second language acquisition, and task-based language learning and teaching.