Research into language teacher cognition has expanded over the past two decades. This line of inquiry has contributed to our understanding of teachers’ pedagogical beliefs and classroom behaviors. Whereas prior studies have investigated teachers’ cognition of tasks in task-based language teaching (TBLT), to date exploring their cognition in task-supported language teaching (TSLT), particularly in the Iranian context, has received scant attention. To fill this research gap, the present study aimed to provide insights into English as a foreign language (EFL) teachers’ cognition of tasks and task implementation in a TSLT setting. Data were collected through classroom observations and semi-structured interviews with four Iranian EFL teachers. Findings revealed that the teachers perceived tasks as a worthwhile area for their teaching as these pedagogical tools provide learners with opportunities to practice previously taught language items orally and enhance motivation and interaction among learners. However, the participants’ cognition of tasks and task implementation were not completely aligned with the conceptualizations proposed in the literature. On the other hand, there was a relatively strong consistency between teachers’ cognition of tasks and their task implementation practices. In light of the present findings, possible implications for teacher-preparation programs in TSLT including equipping teachers with professional knowledge about tasks and task implementation are presented.

中文翻译：

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任务支持语言教学（TSLT）中教师对任务的认知和课堂实施

过去二十年来，对语言教师认知的研究不断扩大。这种探究有助于我们理解教师的教学理念和课堂行为。尽管之前的研究调查了教师对基于任务的语言教学（TBLT）中任务的认知，但迄今为止，探索他们在任务支持的语言教学（TSLT）中的认知，特别是在伊朗背景下，还没有受到足够的关注。为了填补这一研究空白，本研究旨在深入了解英语作为外语 (EFL) 教师在 TSLT 环境中对任务的认知和任务实施。数据是通过课堂观察和对四名伊朗英语教师的半结构化访谈收集的。调查结果显示，教师认为任务是一个有价值的教学领域，因为这些教学工具为学习者提供了口头练习先前教授的语言项目的机会，并增强了学习者之间的动机和互动。然而，参与者对任务和任务实施的认知并不完全与文献中提出的概念一致。另一方面，教师对任务的认知与任务实施实践之间存在较强的一致性。根据目前的研究结果，提出了对 TSLT 教师准备计划的可能影响，包括为教师配备有关任务和任务实施的专业知识。