Nhận thức của giảng viên dạy tiếng Anh chuyên ngành: Tổng quan tích hợp và đề xuất khung lí thuyết

Tóm tắt

Teacher cognition has been a major area of research in education and language teaching. However, the cognition and teaching practices of subject-matter lecturers who teach English for Specific Purposes have received limited scholarly attention. This study employs an integrative literature review to synthesize, analyze, and compare studies on teacher cognition, the characteristics of English for Specific Purposes, and subject-matter lecturers teaching English for Specific Purposes. Based on this review, the study proposes an integrated theoretical framework comprising three interrelated components: teacher cognition, the characteristics of English for Specific Purposes, and the professional context of subject-matter lecturers. The framework illustrates the relationships among teachers’ cognitive foundations, the pedagogical demands of discipline-specific language instruction, and lecturers’ professional experiences, providing a basis for examining the development of teacher cognition and its relationship with teaching practice. By integrating three research strands that have largely evolved independently, the proposed framework extends the application of teacher cognition theory to the study of subject-matter lecturers teaching English for Specific Purposes and provides a theoretical foundation for future research and professional development initiatives targeting this group of lecturers.