Understanding Chinese EFL Teachers' Beliefs and Practices in the Textbook-Based Classroom
(Sprache: Englisch)
This study reveals that the Chinese college English teacher' beliefs and practices as discourses are constructed by linguistic resources and shaped by context, and that the teacher flexibly and selectively acts upon his beliefs in the process of mediating students' textbook knowledge.
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This study reveals that the Chinese college English teacher' beliefs and practices as discourses are constructed by linguistic resources and shaped by context, and that the teacher flexibly and selectively acts upon his beliefs in the process of mediating students' textbook knowledge.
Klappentext zu „Understanding Chinese EFL Teachers' Beliefs and Practices in the Textbook-Based Classroom “
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.
Inhaltsverzeichnis zu „Understanding Chinese EFL Teachers' Beliefs and Practices in the Textbook-Based Classroom “
Introduction - Literature review on the textbooks, teachers' beliefs - Underlying theories of the study - College English teaching in China - Methodology of the study - The EFL teacher's beliefs about textbook use - The EFL teacher's teaching practices in the textbook-based EFL classroom - Discussions and implications - References - Appendix - Index
Autoren-Porträt von Xiaodong Zhang
Xiaodong Zhang is an assistant professor at Beijing Foreign Studies University, China. He holds a PhD degree in Linguistics (University of Georgia, U.S.A). His research interests include teacher education, second language writing and systemic functional linguistics. His works have appeared in international journals.
Bibliographische Angaben
- Autor: Xiaodong Zhang
- 2017, 208 Seiten, 28 Abbildungen, Maße: 15,5 x 23,1 cm, Gebunden, Englisch
- Verlag: Peter Lang Ltd. International Academic Publishers
- ISBN-10: 3034330537
- ISBN-13: 9783034330534
- Erscheinungsdatum: 01.09.2017
Sprache:
Englisch
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