University English Teachers’ Sense-Making of Their Classroom Practices
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Pei Zhang
Abstract
This paper reports a study which investigated the meanings a group of experienced English as Foreign Language (EFL) teachers at a Chinese university gave to their classroom practices. It uncovers for each teacher a conceptual framework for practice, which comprises teaching principles and strategic intentions. It reveals that teachers’ frameworks for practice are an interwoven system of their most strongly held beliefs in language teaching and their perceptions of their teaching contexts, and that teachers’ own learning and teaching experiences are important influences on their conceptualisations of classroom work. Findings of this research have implications for language teacher education and development.
©2014 Walter de Gruyter, Berlin Boston
Articles in the same Issue
- Frontmatter
- Articles
- Measuring Raters’ Scoring Performance and Their Scoring Results in Terms of Writing Performance Measures
- Effects of a Task-Based Approach to Public Speaking Instruction
- University English Teachers’ Sense-Making of Their Classroom Practices
- Effects of Cooperative Learning on Interactional Strategy Use in EFL Context: An Analysis of Chinese Students’ Classroom Talks
- A Matching Model-Based Approach to Metaphor Transfer in SLA
- The Effects of Exposure Frequency and Contextual Richness in Reading on Chinese EFL Learners’ Vocabulary Acquisition
- Request Strategies in Contemporary Chinese Teledramas: A Corpus-Based Study
- Chinese Abstracts
Articles in the same Issue
- Frontmatter
- Articles
- Measuring Raters’ Scoring Performance and Their Scoring Results in Terms of Writing Performance Measures
- Effects of a Task-Based Approach to Public Speaking Instruction
- University English Teachers’ Sense-Making of Their Classroom Practices
- Effects of Cooperative Learning on Interactional Strategy Use in EFL Context: An Analysis of Chinese Students’ Classroom Talks
- A Matching Model-Based Approach to Metaphor Transfer in SLA
- The Effects of Exposure Frequency and Contextual Richness in Reading on Chinese EFL Learners’ Vocabulary Acquisition
- Request Strategies in Contemporary Chinese Teledramas: A Corpus-Based Study
- Chinese Abstracts
