Elementary school teacher cognition on metalinguistic awareness in the EFL classroom.

dc.contributor.author	Strand, Matilde Kirkeli
dc.date.accessioned	2022-09-20T12:22:58Z
dc.date.available	2022-09-20T12:22:58Z
dc.date.issued	2022
dc.identifier.uri	https://hdl.handle.net/11250/3019162
dc.description	Master’s in education with English Didactics Faculty of Education, Arts and Sports	en_US
dc.description.abstract	Metalinguistic awareness (Language awareness) was in 2020 included in the Norwegian curriculum of the subject English. In this thesis I aim to research primary school teachers’ cognition about Metalinguistic awareness. Their cognitions can be affected by their teacher education, their experience as teachers as well as personal interest. Through interviewing four teacher who work in 3rd, 5th and 6th grade in different schools I found that these teachers’ cognitions are generally positive towards MLA and their desire to further develop and be more aware of MLA with greater structure is present.	en_US
dc.language.iso	eng	en_US
dc.publisher	Høgskulen på Vestlandet	en_US
dc.rights	Navngivelse 4.0 Internasjonal	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/deed.no	*
dc.title	Elementary school teacher cognition on metalinguistic awareness in the EFL classroom.	en_US
dc.title.alternative	Barneskolelæreres kognisjon om meta-lingvistisk bevissthet i det engelskfremmedspråklige klasserommet.	en_US
dc.type	Master thesis	en_US
dc.description.localcode	MGUEN550	en_US

Med mindre annet er angitt, så er denne innførselen lisensiert som Navngivelse 4.0 Internasjonal