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Understanding Chinese EFL teachers' ...

Zhang, Xiaodong.

Understanding Chinese EFL teachers' beliefs and practices in the textbookbased classroom /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding Chinese EFL teachers' beliefs and practices in the textbookXiaodong Zhang.
Reminder of title:	based classroom /
Author:	Zhang, Xiaodong.
Published:	Bern :Peter Lang AG, Internationaler Verlag der Wissenschaften,2017.
Description:	208 p. :ill., digital ;24 cm.
Subject:	English languageDictionariesChinese.
Online resource:	https://www.peterlang.com/view/product/83369?format=EPDF
ISBN:	9783034330503$q(electronic bk.)

Understanding Chinese EFL teachers' beliefs and practices in the textbookbased classroom /
Zhang, Xiaodong.

Understanding Chinese EFL teachers' beliefs and practices in the textbookbased classroom /[electronic resource] :Xiaodong Zhang. - Bern :Peter Lang AG, Internationaler Verlag der Wissenschaften,2017. - 208 p. :ill., digital ;24 cm. - Linguistic insights: studies in language and communication,v.2311424-8689 ;. - Linguistic insights: studies in language and communication ;v.231..

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

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.

ISBN: 9783034330503$q(electronic bk.)Subjects--Topical Terms:

437486
English language
--Chinese.--Dictionaries

LC Class. No.: PE1130.C4 / Z533 2017

Dewey Class. No.: 428.24951

Understanding Chinese EFL teachers' beliefs and practices in the textbookbased classroom /
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