Iranian EFL teachers’ receptive and productive metalinguistic knowledge: Does teaching context matter?

References

• Ahangari, S., & Abdi, M. (2017). The metalinguistic and linguistic knowledge tests and their relationship between non-native in-service and preservice teachers. International Journal of Applied Linguistics and English Literature, 6(6), 246–21. https://doi.org/https://doi.org/10.7575/aiac.ijalel.v.6n.6p.246
   Google Scholar
• Alderson, J. C., & Hudson, R. (2013). The metalinguistic knowledge of undergraduate students of English language or linguistics. Language Awareness, 22(4), 320–337. https://doi.org/https://doi.org/10.1080/09658416.2012.722644
   Web of Science ®Google Scholar
• Almarshedi, R. M. 2017. Metalinguistic knowledge of female language teachers and student teachers in an English language department in Saudi Arabia: Level, nature and self-perceptions [ Unpublished doctoral dissertation]. University of Leicester.
   Google Scholar
• Anani Sarab, M. R. (2010). Secondary education curriculum framework for teaching foreign languages: Opportunities and challenges. Iranian Journal of Curriculum Innovation, 35(3), 172–199.
   Google Scholar
• Anani Sarab, M. R., Monfared, A., & Safarzadeh, M. M. (2016). Secondary EFL school teachers’ perceptions of CLT principles and practices: An exploratory survey. Iranian Journal of Language Teaching Research, 4(3), 109–130. https://eric.ed.gov/?id=EJ1127350
   Web of Science ®Google Scholar
• Andrews, S., & McNeill, A. (2005). Knowledge about language and the ‘good language teacher.’. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 159–178). Springer.
   Google Scholar
• Andrews, S. (2007). Teacher Language Awareness. Cambridge University Press.
   Google Scholar
• Andrews, S. J. (1999a). Why do L2 teachers need to “Know About Language”? Teacher metalinguistic awareness and input for learning. Language and Education, 13(3), 161–177. https://doi.org/https://doi.org/10.1080/09500789908666766
   Google Scholar
• Andrews, S. J. (1999b). The metalinguistic awareness of Hong Kong secondary school teachers of English. [ Unpublished doctoral dissertation]. The University of Southampton.
   Google Scholar
• Andrews, S. J. (2001). The language awareness of the L2 teacher: Its impact upon pedagogical practice. Language Awareness, 10(2–3), 75–90. https://doi.org/https://doi.org/10.1080/09658410108667027
   Google Scholar
• Babbie, E. R., & Benaquisto, L. (2008). Fundamentals of social research. First Canadian edition. Nelson Thomson Learning.
   Google Scholar
• Baleghzade, S., & Farshchi, S. (2009). An exploration of teachers’ beliefs about the role of grammar in Iranian high schools and private language institutes. Journal of English Language Teaching and Learning, 1(212), 17–38. https://elt.tabrizu.ac.ir/article_639.html
   Google Scholar
• Bartels, N. (2005). Applied Linguistics and Language Teacher Education. Springer.
   Google Scholar
• Berry, R. (2009). EFL majors’ knowledge of metalinguistic terminology: A comparative study. Language Awareness, 18(2), 113–128. https://doi.org/https://doi.org/10.1080/09658410802513751
   Web of Science ®Google Scholar
• Borg, S. (1999). Studying teacher cognition in second language grammar teaching. System, 27(1), 19–31. https://doi.org/https://doi.org/10.1016/S0346-251X(98)00047-5
   Google Scholar
• Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal, 55(1), 21–29. https://doi.org/https://doi.org/10.1093/elt/55.1.21
   Google Scholar
• Borjian, M. (2010). Policy privatization and empowerment of subnational forces: The case of private English language institutes in Iran. Viewpoints Special Edition: Middle East Institute (MEI) Series on Higher Education and the Middle East, 1, 58–61.
   Google Scholar
• Collinson, V., & Cook, T. F. (2013). Organizational learning: Leading innovations. International Journal of Educational Leadership and Management, 1(1), 69–98. https://eric.ed.gov/?id=EJ1111696
   Google Scholar
• Curriculum and Textbooks Development Office. (2019). English for schools (prospect/vision): Teacher’s guide. http://eng-dept.talif.sch.i
   Google Scholar
• Dahmardeh, M. 2009. English language teaching in Iran and communicative language teaching [ Unpublished doctoral dissertation]. University of Warwick.
   Google Scholar
• Doughty, C., & Williams, J. (1998). Focus on Form in Classroom Second Language Acquisition. Cambridge University Press.
   Google Scholar
• Elder, C., Warren, J., Hajek, J., Manwaring, D., & Davies, A. (1999). Metalinguistic knowledge: How important is it in studying a language at university? Australian Review of Applied Linguistics, 22(1), 81–95. https://doi.org/https://doi.org/10.1075/aral.22.1.04eld
   Google Scholar
• Ellis, M. (2016). Metalanguage as a component of the communicative classroom. Accents Asia, 8(2), 143–153.
   Google Scholar
• Ellis, R. (2004). The definition and measurement of L2 explicit knowledge. Language Learning, 54(2), 227–275. https://doi.org/https://doi.org/10.1111/j.1467-9922.2004.00255.x
   Web of Science ®Google Scholar
• Ellstrom, P. E. (2001). Integrating learning and work: Problems and prospects. Human Resource Development Quarterly, 12(4), pp. 421–435. https://doi.org/https://doi.org/10.1002/hrdq.1006
   Google Scholar
• Farhady, H., & Hedayati, H. (2009). Language assessment policy in Iran. Annual Review of Applied Linguistics, 29, 132–141. https://doi.org/https://doi.org/10.1017/S0267190509090114
   Web of Science ®Google Scholar
• Ghorbani, M. R. (2011). Quantification and graphic representation of EFL textbook evaluation results. Theory and Practice in Language Studies, 1(5), 511–520. https://doi.org/https://doi.org/10.4304/tpls.1.5.511-520
   Google Scholar
• Ghorbani, M. R., Samad, A. A., & Gani, M. S. (2008). The washback impact of the Iranian university entrance examination on pre-university English teachers. Journal of Asia TEFL, 5(3), 1–29. https://www.researchgate.net/profile/Mohammad-Ghorbani/publication/318339948
   Google Scholar
• Gutiérrez, X. (2013). Metalinguistic knowledge, metalingual knowledge, and proficiency in L2 Spanish. Language Awareness, 22(2), 176–191. https://doi.org/https://doi.org/10.1080/09658416.2012.713966
   Web of Science ®Google Scholar
• Harris, M. M., & van Tassell, F. (2005). The professional development school as a learning organization. European Journal of Teacher Education, 28(2), 179–194. https://doi.org/https://doi.org/10.1080/02619760500093255
   Google Scholar
• Hayati, A., Vahdat, S., & Khoram, A. (2017). Teacher language awareness revisited: An exploratory study of the level and nature of language awareness of prospective Iranian English teachers. Teaching English Language, 11(1), 69–94. https://doi.org/10.22132/TEL.2017.53531
   Google Scholar
• Hoeve, A., Jorna, R., & Nieuwenhuis, A. (2006). ‘Het leren van routines: Van stagnatie naar innovatie’ (Learning from routines: From stagnation to innovation). Pedagogische studiën, 83(5), pp. 397–409.
   Google Scholar
• Hu, G. (2011). Metalinguistic knowledge, metalanguage, and their relationship in L2 learners. System, 39(1), 63–77. https://doi.org/https://doi.org/10.1016/j.system.2011.01.011
   Web of Science ®Google Scholar
• Imants, J., & van Veen, K. (2010). Teacher learning as workplace learning. In P. Peterson, E. Baker, & B. McGaw (Eds), International encyclopedia of education (pp. 569-574). Oxford: Elsevier. Ihttps://doi.org/https://doi.org/10.1016/B978-0-08-044894-7.00657-6
   Google Scholar
• Khoshsima, H., & Hashemi Toroujeni, M. (2017). A comparative study of the government and private sectors’ effectiveness in ELT program: A case of Iranian intermediate EFL learners’ Oral proficiency examination. Studies in English Language Teaching, 5(1), 86–108. https://doi.org/https://doi.org/10.22158/selt.v5n1p86
   Google Scholar
• Maftoon, P. (2002). Universal relevance of communicative language teaching some reservation. The International Journal of Humanities, 9(2), 49–54. https://eijh.modares.ac.ir/article-27-7706-en.html
   Google Scholar
• McNamara, D. (1991). Subject knowledge and its application: Problems and possibilities for teacher educators. Journal of Education for Teaching, 17(2), 113–128. https://doi.org/https://doi.org/10.1080/0260747910170201
   Web of Science ®Google Scholar
• Modirkhamene, S. (2008). Metalinguistic awareness and bilingual vs. monolingual EFL learners: Evidence from a diagonal bilingual context. The Journal of Applied Linguistics, 1(1), 66–102. http://jal.iaut.ac.ir/article_524179.html
   Google Scholar
• Mohammadian, H.. F., & Norton, B. (2017). The role of English language institutes in Iran. TESOL Quarterly, 51(2), 428–438. https://doi.org/https://doi.org/10.1002/tesq.338
   Web of Science ®Google Scholar
• Mutaf, B. 2019. An Investigation of metalinguistic knowledge of preservice teachers of English in a Turkish context [ Unpublished master’s thesis]. Egitim Bilimleri Entitusu.
   Google Scholar
• Myhill, D. (2011). The ordeal of deliberate choice: Metalinguistic development in secondary writers. In V. W. Berninger (Ed.), Past, present, and future contributions of cognitive writing research to cognitive psychology (pp. 247–274). Psychology Press.
   Google Scholar
• Myhill, D., & Jones, S. (2015). Conceptualizing metalinguistic understanding in writing/Conceptualize de la competencia metalingüística en la escritura. Culturay Educación, 27(4), 839–867. https://doi.org/https://doi.org/10.1080/11356405.2015.1089387
   Web of Science ®Google Scholar
• Myhill, D., Jones, S., & Watson, A. (2013). Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing. Teaching and Teacher Education, 36(8), 77–91. https://doi.org/https://doi.org/10.1016/j.tate.2013.07.005
   Web of Science ®Google Scholar
• Myhill, D. A., Jones, S. M., Lines, H., & Watson, A. (2012). Re-thinking grammar: The impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27(2), 139–166. https://doi.org/https://doi.org/10.1080/02671522.2011.637640
   Web of Science ®Google Scholar
• Nazarian, S., & Izadpanah, S. (2017). The study of the metalinguistic knowledge of English by students in an intensive and a traditional course. International Journal of English Linguistics, 7(1), 215–216. https://doi.org/https://doi.org/10.5539/ijel.v7n1p215
   Web of Science ®Google Scholar
• Nishimuro, M., & Borg, S. (2013). Teacher cognition and grammar teaching in a Japanese high school. JALT Journal, 35(1), 29–50. https://doi.org/https://doi.org/10.37546/JALTJJ35.1-2
   Google Scholar
• Punch, M. (2009). Introduction to Research Methods in Education. Sage.
   Google Scholar
• Purvis, C. J., McNeill, B. C., & Everatt, J. (2016). Enhancing the metalinguistic abilities of preservice teachers via coursework targeting language structure knowledge. Annals of Dyslexia, 66(1), 55–70. https://doi.org/https://doi.org/10.1007/s11881-015-0108-9
   PubMed Web of Science ®Google Scholar
• Rahman, M. S., & Karim, S. M. S. (2015). Problems of CLT in Bangladesh: Ways to improve. International Journal of Education Learning and Development, 3(3), 75–87.
   Google Scholar
• Razmjoo, S. A. (2007). High schools or private institutes textbooks? Which fulfill communicative language teaching principles in the Iranian context. Asian EFL Journal, 9(4), 126–140. http://www.asian-efl-journal.com
   Google Scholar
• Razmjoo, S. A., & Barabadi, E. (2015). An activity theory analysis of ELT reform in Iranian public schools. Iranian Journal of Applied Linguistics, 18(1), 127–166. https://doi.org/https://doi.org/10.18869/acadpub.ijal.18.1.127
   Google Scholar
• Renou, J. (2001). An examination of the relationship between metalinguistic awareness and second-language proficiency of adult learners of French. Language Awareness, 10(4), 248–267. https://doi.org/https://doi.org/10.1080/09658410108667038
   Google Scholar
• Riazi, A. M., & Razmjoo, A. S. (2006). Do high schools or private institutes practice Communication Language Teaching? A case study of Shiraz teachers in high schools and institutes. The Reading Matrix, 6(3), 340–363. https://doi=10.1.1.608.8202
   Google Scholar
• Roehr, K. (2007). Metalinguistic knowledge and language ability in university-level L2 learners. Applied Linguistics, 29(2), 173–190. https://doi.org/https://doi.org/10.1093/applin/amm037
   Web of Science ®Google Scholar
• Sadeghi, K., & Richards, J. C. (2015). The idea of English in Iran: An example from Urmia. Journal of Multilingual and Multicultural Developmen, 37(4), 419-434. https://doi.org/https://doi.org/10.1080/01434632.2015.1080714
   Google Scholar
• Safari, P., & Rashidi, N. (2015). A critical look at the EFL education and the challenges faced by Iranian teachers in the educational system. International Journal of Progressive Education, 11(2), 14–28. https://www.researchgate.net/publication/279202133_A_Critical_Look_at_the_EFL_Education_and_the_Challenges_Faced_by_Iranian_Teachers_in_the_Educational_System
   Google Scholar
• Saito, Y. (2016). High school teachers’ cognition toward the new course of study. Proceedings of the 17th Annual of the TUJ Applied Linguistics Colloquium, 17, 70–77. Temple University Japan Campus. TUJ Graduate Education Office: Japan.
   Google Scholar
• Saito, Y. (2017). 「英語の授業は英語で」に関する高校教師の認知調査と授業実践 [High school teachers’ cognition of the policy of “English classes in English,” and their classroom practice]. The Language Teacher, 41(1), 3–8. https://doi.org/https://doi.org/10.37546/JALTTLT41.1-1
   Google Scholar
• Sanchez, H. S. (2014). The impact of self-perceived subject matter knowledge on pedagogical decisions in EFL grammar teaching practices. Language Awareness, 23(3), 220–233. https://doi.org/https://doi.org/10.1080/09658416.2012.742908
   Web of Science ®Google Scholar
• Sangster, P., Anderson, C., & O’Hara, P. (2013). Perceived and actual levels of knowledge about language amongst primary and secondary student teachers: Do they know what they think they know? Language Awareness, 22(4), 293–319. https://doi.org/https://doi.org/10.1080/09658416.2012.722643
   Web of Science ®Google Scholar
• Scholfield, P. J., & Gitsaki, C. (1996). What is the advantage of private instruction? The example of English vocabulary learning in Greece. System, 24(1), 117–127. https://doi.org/https://doi.org/10.1016/0346-251X(95)00057-Q
   Google Scholar
• Seifoori, Z. (2015). Metalinguistic awareness and the accuracy of postgraduate TEFL students’ writing: Teacher’s focus vs. learners’ focus. Journal of English Language Pedagogy and Practice, 6(13), 146–166. http://jal.iaut.ac.ir/article_523999.html
   Google Scholar
• Sheibani, O. B. (2012). Language learning motivation among Iranian undergraduate students. World Applied Sciences Journal, 19(6), 838–846. https://doi.org/https://doi.org/10.5829/idosi.wasj.2012.19.06.168
   Google Scholar
• Shuib, M. (2009). Grammatical awareness among primary school English language teachers. GEMA Online Journal of Language Studies, 9(1), 35–46. https://ejournal.ukm.my/gema/article/view/162
   Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/https://doi.org/10.3102/0013189X015002004
   Google Scholar
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. https://doi.org/https://doi.org/10.17763/haer.57.1.j463w79r56455411
   Web of Science ®Google Scholar
• Shulman, L. S. (1999). Foreword. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. xi–xiv). Jossey Bass.
   Google Scholar
• Simard, D., French, L., & Fortire, V. (2007). Elicited metalinguistic reflection and second language learning: Is there a link? System, 35(4), 509–522. https://doi.org/https://doi.org/10.1016/j.system.2007.06.004
   Google Scholar
• Smylie, M. (1995). Teacher learning in the workplace: Implications for school reform. In T. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 92–113). Teachers College Press.
   Google Scholar
• Tokunaga, M. (2014). Exploring metalinguistic knowledge of low to intermediate proficiency EFL students in Japan. SAGE Open, 4(4), 1–10. https://doi.org/https://doi.org/10.1177/2158244014553601
   Google Scholar
• Tsang, W. L. (2011). English metalanguage awareness among primary school teachers in Hong Kong. GEMA Online Journal of Language Studies, 11(1), 1–16. https://ejournal.ukm.my/gema/article/view/63
   Google Scholar
• Underwood, P. R. (2012). Teacher beliefs and intentions regarding the instruction of English grammar under national curriculum reforms: A theory of planned behavior perspective. Teaching and Teacher Education, 28(6), 911–925. https://doi.org/https://doi.org/10.1016/j.tate.2012.04.004
   Web of Science ®Google Scholar
• Underwood, P. R. 2017. Challenges and change: Integrating grammar teaching with communicative work in senior high school EFL classes. SAGE Open. Vol. 7. 3),1–15. https://doi.org/https://doi.org/10.1177/2F2158244017722185.
   Google Scholar
• Wach, A. (2014). Language awareness in EFL teachers, teacher trainees, and advanced learners. In A. Łyda & K. Szcześniak (Eds.), Awareness in Action (pp. 51–66). Springer International Publishing.
   Google Scholar
• Wang, F. (2010). The Necessity of Grammar Teaching. English Language Teaching, 3(2), 78–81. https://doi.org/https://doi.org/10.5539/elt.v3n2p78
   Google Scholar
• White, J., & Ranta, L. (2002). Examining the interface between metalinguistic task performance and oral production in a second language. Language Awareness, 11(4), 259–290. https://doi.org/https://doi.org/10.1080/09658410208667060
   Google Scholar
• Zarrabi, F., & Brown, J. R. (2017). English language teaching and learning analysis in Iran. International Journal of Educational and Pedagogical Sciences, 9(10), 3485–3493. https://doi.org/https://doi.org/10.5281/zenodo.1340254
   Google Scholar