Band 231
Understanding Chinese EFL Teachers' Beliefs and Practices in the Textbook-Based Classroom
Aus der Reihe
Linguistic Insights
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- Englisch ausgewählt
Fr. 89.90
inkl. gesetzl. MwSt.,
Beschreibung
Produktdetails
Einband
Gebundene Ausgabe
Erscheinungsdatum
01.09.2017
Abbildungen
mit 28 Abbildungen
Herausgeber
Maurizio GottiVerlag
Peter Lang Group AG, International Academic PublishersSeitenzahl
208
Maße (L/B/H)
23.1/15.5/1.6 cm
Gewicht
400 g
Auflage
1. Auflage
Sprache
Englisch
ISBN
978-3-0343-3053-4
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.
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.
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