Understanding Chinese Efl Teachers Beliefs And Practices In The Textbook Based Classroom
DOWNLOAD
Download Understanding Chinese Efl Teachers Beliefs And Practices In The Textbook Based Classroom PDF/ePub or read online books in Mobi eBooks. Click Download or Read Online button to get Understanding Chinese Efl Teachers Beliefs And Practices In The Textbook Based Classroom book now. This website allows unlimited access to, at the time of writing, more than 1.5 million titles, including hundreds of thousands of titles in various foreign languages. If the content not found or just blank you must refresh this page
Understanding Chinese Efl Teachers Beliefs And Practices In Textbook Based Classrooms
DOWNLOAD
Author : Xiaodong Zhang
language : en
Publisher:
Release Date : 2017
Understanding Chinese Efl Teachers Beliefs And Practices In Textbook Based Classrooms written by Xiaodong Zhang and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with English language categories.
Textbooks have long been considered a pivotal learning and teaching resource in classrooms. However, there is a paucity of research on how teachers use textbooks in relation to their beliefs, with analytic methods in such studies mainly restrained to content-based thematic analysis. To this end, from the perspectives of Halliday's (1994) systemic functional linguistics (SFL) and Vygostky's (1978) socio-cultural theory (SCT), this book explores how a Chinese college English teacher acts upon his beliefs and uses textbooks to mediate his students' English learning in his classroom. Drawing on constructs of the SFL-based appraisal and speech function as well as interview excerpts, the study reveals that in the textbook-based classroom the Chinese college English teacher acts upon his beliefs that are constructed by diverse contextual factors. Implications of this study include using SFL and SCT to explore educators' beliefs and practices and also providing effective teacher education for Chinese college English instructors to reshape their beliefs so that they are better prepared to use textbooks in classrooms.
Understanding Chinese Efl Teachers Beliefs And Practices In The Textbook Based Classroom
DOWNLOAD
Author : XiaoDong Zhang
language : en
Publisher: Peter Lang Group Ag, International Academic Publishers
Release Date : 2017-09
Understanding Chinese Efl Teachers Beliefs And Practices In The Textbook Based Classroom written by XiaoDong Zhang and has been published by Peter Lang Group Ag, International Academic Publishers this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-09 with Education categories.
Textbooks have long been considered a pivotal learning and teaching resource in classrooms. However, there is a paucity of research on how teachers use textbooks in relation to their beliefs, with analytic methods in such studies mainly restrained to content-based thematic analysis. To this end, from the perspectives of Halliday's (1994) systemic functional linguistics (SFL) and Vygostky's (1978) socio-cultural theory (SCT), this book explores how a Chinese college English teacher acts upon his beliefs and uses textbooks to mediate his students' English learning in his classroom. Drawing on constructs of the SFL-based appraisal and speech function as well as interview excerpts, the study reveals that in the textbook-based classroom the Chinese college English teacher acts upon his beliefs that are constructed by diverse contextual factors. Implications of this study include using SFL and SCT to explore educators' beliefs and practices and also providing effective teacher education for Chinese college English instructors to reshape their beliefs so that they are better prepared to use textbooks in classrooms.
Teacher Beliefs As A Complex System English Language Teachers In China
DOWNLOAD
Author : Hongying Zheng
language : en
Publisher: Springer
Release Date : 2015-10-05
Teacher Beliefs As A Complex System English Language Teachers In China written by Hongying Zheng and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-10-05 with Education categories.
The volume is a practical introduction to the ways in which the teachers deal with classroom events in the context of change for researchers, teachers, administrators who wish to implement curriculum reform to EFL in schools. The author provides insights into the beliefs of Chinese teachers of English as a Foreign Language (EFL), and their pedagogical choices in the context of the National English Curriculum Reform. The complex nature of EFL teachers’ beliefs about EFL teaching and learning are exposed, how their beliefs interact with mental and actionable processes triggered by classroom practice, and how their beliefs co-adapt with contexts to maintain the stability of the teachers’ belief systems. This is the first study to present complexity theory in a narrative context of education, exploring the non-linear and unpredictable features of the relationship between the teachers’ beliefs and practices. Integrating complexity theory with interpretivist, ecological and sociocultural perspectives, this book contributes to the research agenda by providing a systematic framework for examining teacher beliefs as a whole, and examining the extent to which western theory may be applied to Chinese educational contexts.
Teaching Reading And Teacher Beliefs
DOWNLOAD
Author : Xinyu Mo
language : en
Publisher: Springer Nature
Release Date : 2020-09-30
Teaching Reading And Teacher Beliefs written by Xinyu Mo and has been published by Springer Nature this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-09-30 with Education categories.
This book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors. Since the 1990s, there has been a renewed interest on teacher beliefs in the domain of language teacher cognition. However, most studies in this area aim at investigating the relationship between particular aspects of teacher beliefs and classroom practices, largely ignoring the complexity of teacher beliefs. This study explores the issue from an alternative perspective by conceptualizing teacher beliefs as a complex, dynamic and multi-faceted system. By adopting five rounds of interview and four classroom observations, the year-long study reveals seven key features of the belief system shared among six participants. It calls for the holistic, complex and insider view to examine teacher beliefs in relation to the sociocultural and historical contexts where the teachers work and live.
A Study Of Chinese University English As A Foreign Language Efl Teachers Beliefs Practices And Identities
DOWNLOAD
Author : Shan Chen (PhD.)
language : en
Publisher:
Release Date : 2017
A Study Of Chinese University English As A Foreign Language Efl Teachers Beliefs Practices And Identities written by Shan Chen (PhD.) and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with Communicative competence categories.
The 21st century has seen the Chinese government initiating multiple nationwide reforms to improve the efficiency of its English education at all educational levels, which promotes a shift from teaching discrete linguistic knowledge to emphasizing the development of students’ communicative competence. Against this backdrop, teachers and their cognitions have been placed at the center of attention because they are the key decision makers in the classrooms, and their beliefs about how English should be learned and taught as a foreign language are one of the most influential constructs in shaping teaching behaviors and practices. With a holistic interest in understanding English as a Foreign Language (EFL) teaching within the Chinese tertiary context, focusing on the mental lives of Chinese tertiary English teachers of non-English majors, or College English (CE) teachers, this study set out to investigate the intersection between CE teachers’ beliefs, practices and identities, which has not been addressed adequately in the existing literature. Adopting a mixed-methods research design, this study involved collecting both questionnaire data to identify dimensions of Chinese tertiary EFL teachers’ collective cognitions and practices, and interview and observation data to elucidate the complex interrelationships between them. Exploratory Factor Analyses (EFA) results of the questionnaire data suggested that the collective beliefs of this cohort of teachers are a hybridity of a communicative orientation and sporadic traditional conceptions on the pedagogical level. Correspondingly, their practices demonstrated a mixture of both student-centered activities fostering communicative abilities and language-based didactic teaching activities. In terms of identities, teachers were found to identify strongly with the roles as the motivator/advocate for English learning, the facilitator for English learning, and the reflective practitioner and researcher, but generally resisted being recognized as textbook-centered scripted teachers. The in-depth multiple case study, drawing on narrative interviews and classroom observations, further probed into individual teachers’ beliefs systems, practices and identity formations. In spite of the intention to engage in communicative language teaching, the plural contextual discourses of social heteroglossia embedded in CE teachers’ working environments made teachers swing between the orientations of traditional approaches and communicative language teaching. Within this conflictive context, teachers drew on multiple I-positions which involved a dynamic range of positioning and repositioning activities as a strategy to cope with the dilemmas. Conceptualizing the CE teacher’s mind as a polyphony containing multiple discourses and voices, three patterns of identity formation were identified: (a) the active identity resolver referred to the teachers who did not allow themselves to be crippled by the unfavorable contextual discourses but chose to confront challenges by exercising agency to resolve the conflicts and tensions; (b) the passive identity resolver referred to those who were sensitive to disrupting discourses and developed emotional blocks giving rise to adoption of a passive, safe strategy by returning to the traditional teaching approach; (c) the identity seeker referred to the CE teachers who were aware of the competing discourses and were striving to define their own positions to create meaningful learning conditions for students in tertiary settings. The stories and experiences of the participants indicated the complex, dynamic, dialogic interplay between beliefs and practices, and crafting a teacher self or an identity mediating both cognitions and behaviors as sense-making mechanisms. The study has contributed to our current understanding of CE teacher’s cognitions about English language teaching and learning after ten years of a nation-wide College English reform, which is expected to inform the ongoing CE teaching and teacher development programs. It is argued that top-down reforms which neglect teachers’ subjectivities, internally persuasive discourses, and identification with the promoted teaching methodology can be hardly effective. Supporting teachers in situated identity construction and investing in the identity capital is essential for future reform initiatives. Implications of the study and recommendations for further research are also offered.
Efl Teachers Beliefs About Reading And Reading Teaching Versus Actual Practices
DOWNLOAD
Author : Yang Gao
language : en
Publisher:
Release Date : 2021-12-06
Efl Teachers Beliefs About Reading And Reading Teaching Versus Actual Practices written by Yang Gao and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-12-06 with English language categories.
"Language teachers are concerned with the relationship between what they know or believe and what they practice. In this book, Yang Gao thus addresses this gap. Using the complex dynamic system theory, he reports the characteristics of the Chinese EFL teachers' belief system and highlights the complexity of the system, the non-linearity, and unpredictability of the subsystems. He further explores the relationships between the stated beliefs and the actual practices among the Chinese EFL teachers. One of the key contributions through the book is the conceptualized model in studying EFL teachers' beliefs and practices"--
Understanding Chinese Efl Teachers Beliefs About English With A Yin Yang Perspective
DOWNLOAD
Author : Juan Tian
language : en
Publisher:
Release Date : 2014
Understanding Chinese Efl Teachers Beliefs About English With A Yin Yang Perspective written by Juan Tian and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with English language categories.
Since the early 21st century, the Chinese government has been launching a new round of nation-wide curriculum reform, which promotes the replacement of the traditional testoriented view of English with the communicative-based view. However, there is a serious research gap in the understanding of how local teachers perceive and react to the tensions arising from opposing views of English as subject matter (Widdowson, 2012; Zhang- Zhengdong, 2006; 2007). Drawing on the distinction between the views of "language as an object" and "language as a tool" (Ellis, 2012), this study examines the impact of the tool-vs-object tension on Chinese secondary school EFL teachers' beliefs about English and the extent to which tension-loaded beliefs are related to classroom practices. Guided by Yin-Yang theory, this study defines the research topic (beliefs about English) as a complex, self-conflicting system which comprises Yin-Yang interplay with regard to teachers' perceptions of context (where), content (what) and pedagogy (how), and proposes an eight-trigram model for analyzing data. A multiple-case study design is employed with Yin-Yang considerations, and case selection involves four participating teachers (Jing, Yun, Yao and Ping), who are from two schools (an urban school and a rural school), which are located in the same region (Beijing, the capital city of China). The research database includes field notes, interviews and audio/video recordings of teachers' classes. Eventually, a total of 19 core beliefs emerge from the data through a coding scheme which recognizes four types of belief-practice congruence, respectively termed Manifest Congruence, Latent Congruence, Subconscious Congruence and Embedded Congruence. A detailed description of each belief is followed by an analysis of its Yin-Yang nature, and each teacher's English-related beliefs are graphically summarized in the eight-trigram model, which allows for cross-case comparisons and the emergence of general patterns. Findings show that an individual teacher tends to hold beliefs that reflect opposing orientations of language at the same time and that there exist individual differences in the way teachers absorb and resolve tool-vs-object tensions, which has an impact on their idiosyncratic practices. It has also been found that their perception of tensions can be asynchronous along the three conceptual levels, as context-related tensions are found easier to be resolved than pedagogy-related tensions, and that experientially and reflectively enhanced beliefs are more likely to achieve pedagogical consistency. An analysis in light of Yin-Yang thinking lends support to the view that teachers' beliefs are situated in an inherently conflicting and complex system, and that this is contextually defined and practically constrained. It is argued that an optimal balance of Yin and Yang is essential for the development and maintenance of a belief system, and this has important implications for EFL education, educational research, teacher education, curriculum development and assessment reform in China. Finally, limitations of the study and recommendations for further research are also suggested.
Efl Teachers Beliefs About Reading And Reading Teaching Versus Actual Practices
DOWNLOAD
Author : Gao Yang
language : en
Publisher: Critical New Literacies: The P
Release Date : 2021-12-02
Efl Teachers Beliefs About Reading And Reading Teaching Versus Actual Practices written by Gao Yang and has been published by Critical New Literacies: The P this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-12-02 with Education categories.
Using the complex dynamic system theory, Yang Gao reports the characteristics of the Chinese EFL teachers' belief system and further explores the relationships between the stated beliefs and the actual practices among the Chinese EFL teachers.
An Exploratory Sequential Study Of Chinese Efl Teachers Beliefs And Practices In Reading And Teaching Reading
DOWNLOAD
Author : Yang Gao
language : en
Publisher:
Release Date : 2018
An Exploratory Sequential Study Of Chinese Efl Teachers Beliefs And Practices In Reading And Teaching Reading written by Yang Gao and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with Library of Congress Subject Heading categories.
This mixed-methods study explored characteristics of Chinese EFL teachers' beliefs of reading and teaching reading. In addition, it investigated the relationship between English as a foreign language (EFL) teachers' stated beliefs and their actual practices. Specifically, two relationships were explored in this study. The first one was whether EFL teachers' stated beliefs about reading are in/consistently indicated in their stated beliefs about teaching reading. Second, the study also aimed to understand whether EFL teachers' stated beliefs about how they teach English reading are consistent with their actual practices in classrooms. Participants in the study included 96 university EFL teachers who were faculty members from three different universities in a city in Northeast China. Within an exploratory sequential mixed-methods design, data collection and analysis occurred in two phases. The first part was a quantitative survey of 10 open-ended questions modified according to Burke Reading Interview (BRI). It solicited the participants' beliefs about reading and teaching reading. Statistical analysis was then conducted to describe the data collected in this quantitative part. For the second, qualitative part, classroom observations were used to collect data on teachers' actual practices. The findings of the study showed that three theoretical orientations about reading (behaviorism, cognitivism, and constructivism) were matrixed with three different belief systems (dominant, dual, and multiple belief systems). The matrix indicated a complex belief system about reading and teaching reading among these EFL teachers. Within the matrix, relationships among different beliefs were non-linear and unpredictable. In terms of the constructivist theoretical orientation, the findings indicated a statistically significant but weak association between stated beliefs about reading and stated beliefs about teaching reading. The findings also indicated both consistencies and inconsistencies, with inconsistencies being more prominent between stated beliefs about teaching reading and actual practices in the classroom. The study finally discussed the findings based on the three research questions and provided implications for EFL teachers and teacher team leaders.
Chinese Secondary School Efl Teachers Attitudes Towards Communicative Language Teaching And Their Classroom Practices
DOWNLOAD
Author : Liao Xiaoqing
language : en
Publisher:
Release Date : 2003
Chinese Secondary School Efl Teachers Attitudes Towards Communicative Language Teaching And Their Classroom Practices written by Liao Xiaoqing and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003 with Communicative competence categories.