A Study Of Teacher Cognition In English Majors Listening Classes

Teacher cognition is one of the most essential aspects in teacher professionaldevelopment, which has been attracting the attention of the teachers and scholarssince the1980s. And some researchers gradually realize that teacher cognitioninfluences teachers’ behaviors in classroom practice; therefore, more and moreresearchers study teacher cognition from different perspectives. Actually, the previousstudies and researches on teacher cognition involve only a small number of subjects,focusing the study of teacher cognition on grammar，on oral or on literacy. But fewstudies have been conducted on exploring teachers’ cognition in English majors’listening classes. This thesis is, therefore, targeted at the discipline of listening, andthe subjects of the research are teachers of English majors in college.By employing the qualitative and quantitative methods based on the datacollected from the questionnaires and the interviews, the study intends to figure outthe status quo of teacher cognition in English majors’ listening class, as well as thefactors accounting for teacher cognition in English majors’ listening class, which willmake some contributions to English majors’ listening teaching and the listeningteachers’ professional development. The result of the study shows that most of theteachers in English majors’ listening classes hold the positive cognition from the sixperspectives of listening as a subject, listening teaching, listening learning andlearners, listening teachers themselves, listening curricula, and listening contexts, andthat the factors accounting for teacher cognition include prior learning experience, teacher education, classroom practice, and contexts. In general, the thesis and itsfindings have both the theoretical significance and the realistic significance, not onlyfilling the theoretical bank of researches on teacher cognition of English majors and inthe discipline of listening, but also contributing to the formation and the developmentof the positive teacher cognition, so as to help English teachers’ listening teachingpractice and teachers’ professional development.