Troublesome Knowledge and Liminality in ELT Threshold Concepts: A mirror reflecting how knowledge is processed on the minds of students

Marwan Alyafaee
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Abstract

Troublesome knowledge, being an essential characteristic of threshold concepts, emerges when university students find it too difficult to understand concepts. According to Perkins (2006), the causes of concepts becoming troublesome are when they are perceived ritual, inert, conceptually difficult, alien and/or tacit. As a result, students crossing a threshold concept go through the liminality of four modes of variation, which are preliminal, liminal, postliminal and subliminal (Land & Meyer, 2010; Meyer & Land, 2003, 2006a). Interestingly, investigating troublesome knowledge in tertiary disciplines reveals how students cognitively interact with concepts within the subject matter of a discipline. The aim of this paper, based on a mixed method EdD research study, is to focus on what concepts ELT Omani student teachers perceived as troublesome knowledge, how they processed troublesome knowledge and what types of strategies they used to overcome troublesome knowledge. The findings revealed a huge variety of different concepts that were perceived as troublesome knowledge. They also showed that the strategies of asking others to help, asking my teachers to help and reading more about the concepts were the three top strategies ELT Omani student teachers used.
英语入门概念中的疑难知识与阈限性:反映知识如何在学生头脑中加工的一面镜子
困难知识是门槛概念的一个本质特征,它是在大学生对门槛概念理解困难时产生的。根据Perkins(2006)的说法,概念变得麻烦的原因是当它们被认为是仪式的、惰性的、概念上困难的、陌生的和/或默契的。因此,学生跨越阈值概念会经历四种变化模式的阈值,即初始、阈值、阈值后和阈值下(Land &梅耶,2010;迈耶,土地,2003,2006)。有趣的是,调查高等学科中棘手的知识揭示了学生如何在认知上与学科主题内的概念相互作用。本文的目的是基于一种混合方法的教育发展研究,重点关注英语教学阿曼学生教师认为哪些概念是麻烦知识,他们如何处理麻烦知识以及他们使用什么类型的策略来克服麻烦知识。研究结果揭示了大量不同的概念,这些概念被认为是棘手的知识。他们还表明,请别人帮忙、请老师帮忙和阅读更多的概念是阿曼学生教师使用的三种最常用的策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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