Comparison Between the Students' Perceived and Expected Behavior of College English Teachers
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Xiang Maoying
Abstract
Based on research concerning teachers' behavior, this study attempts to find out about the discrepancies between the students' perceived and expected behavior of College English teachers and the origins of those discrepancies. A total of 855 non-English majors from four colleges and universities in Zhejiang Province participated in the study. The research methodology consists of a survey and semi-structured interviews with 20 teachers and 40 students. Results showed that there exist significant discrepancies in the mind of college students between their perceived and expected behavior of College English teachers at all eight subscales, and these discrepancies could be attributed to three main reasons: different goals and understanding between teachers and students, lack of students' feedback, and teachers' prior learning experiences as students.
借用以往有关教师角色行为的研究成果，本研究试图从学生视角探寻大学英语教师感知行为和期待行为的差异以及造成这些差异的原因。共有来自浙江省四所高校749名非英语专业学生参加了本次问卷调查，分别有20名大学英语教师和40名学生参加了半结构访谈。研究发现学生期待的大学英语教师行为和他们感知的大学英语教师行为之间存在显著差异。造成差异的原因主要有三个：师生之间对英语教学的理解差异，学生反馈的缺乏以及教师以往英语学习经验的影响。
© 2011 Foreign Language Teaching and Research Press Co. Ltd., Walter de Gruyter GmbH & Co. KG, Berlin/Boston and Cultural and Education Section British Embassy
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Artikel in diesem Heft
- Automatic Extraction of Contextual Co-occurrence Chain and Its Relationship with Textual Cohesion
- Relative Clauses in Hong Kong English: A Corpus-based Perspective
- Can EFL Interactive Listening Be Validly Assessed?
- Chinese College Students' Abilities and Attitudes for Peer Review
- Research on Improving Rating Reliability for School-based Oral English Achievement Tests: The Design and Development of a Computer-aided Rating System
- Comparison Between the Students' Perceived and Expected Behavior of College English Teachers
- Empirical Studies on L2 Communication Strategies over Four Decades: Looking Back and Ahead
- Scaffolding in the Second Language Learning of Target Forms in Peer Interaction
- Chinese Abstracts
