EFL teachers’ beliefs, a constituent of teacher cognition, influence their instructional practices. In vocabulary teaching, the relationship between teachers’ beliefs and practices has not been much studied so far, so further research in a variety of geographical and educational contexts is necessary to compare findings and observe both established and emerging trends. In this article the researchers analyze two teachers’ vocabulary teaching beliefs and their pedagogical procedures based on data from two different educational settings in Argentina, collected by a questionnaire and classroom observations, and from class materials and the progress tests used in class. Data triangulation allowed insights into the characteristics of both teachers’ vocabulary instruction, whereby the choice and amount of vocabulary taught, the aspects of lexical knowledge promoted, and the teaching and assessment techniques deployed revealed different degrees of coincidence with the stated beliefs. Results are in line with studies conducted in other geographical contexts and provide further evidence for the influence of the context of the lesson and the class on teachers’ decisions.

中文翻译：

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EFL词汇教学理念和实践：以阿根廷的两名老师为例

EFL教师的信仰是教师认知的组成部分，影响着他们的教学实践。到目前为止，在词汇教学中，教师的信念与实践之间的关系尚未得到太多研究，因此有必要在各种地理和教育环境中进行进一步研究，以比较研究结果并观察既定趋势和新兴趋势。在本文中，研究人员根据问卷调查和课堂观察收集的阿根廷两种不同教育背景下的数据，以及课堂材料和课堂使用的进度测试，分析了两名教师的词汇教学观念及其教学方法。数据三角剖分可以洞悉两位老师的词汇教学的特点，从而教授词汇的选择和数量，促进了词汇知识的各个方面，并且所采用的教学和评估技术揭示了与所述信念的不同程度的一致。结果与在其他地理环境中进行的研究相吻合，并提供了进一步的证据证明课程和课堂环境对教师决策的影响。