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Teaching writing in English as a foreign languageteachers' cognition formation and reformation /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching writing in English as a foreign languageby Huan Zhao, Lawrence Jun Zhang.
其他題名:	teachers' cognition formation and reformation /
作者:	Zhao, Huan.
其他作者:	Zhang, Lawrence Jun.
出版者:	Cham :Springer International Publishing :2022.
面頁冊數:	xxii, 178 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	English languageComposition and exercises
電子資源:	https://doi.org/10.1007/978-3-030-99991-9
ISBN:	9783030999919$q(electronic bk.)

Teaching writing in English as a foreign languageteachers' cognition formation and reformation /
Zhao, Huan.

Teaching writing in English as a foreign languageteachers' cognition formation and reformation /[electronic resource] :by Huan Zhao, Lawrence Jun Zhang. - Cham :Springer International Publishing :2022. - xxii, 178 p. :ill., digital ;24 cm. - English language education,v. 282213-6975 ;. - English language education ;v.2..

Chapter1.Setting the Scene for Researching EFL Writing Teacher Cognition -- Chapter2.Defining Teacher Cognition and the Research Context -- Chapter3.A REview of Studies on Teacher Cognition and Approaching Teacher Cognition from the Perspective of Dialogism -- Chapter4.Patterns and Differences in Teachers' Cognition on EFL Writing -- Chapter5. Individual Teachers' Stories: Teacher Cognition of EFL Writing -- Chapter6.Teacher Cognition Formation and Reformation Processes and Its Relationship to Teaching Practice -- Chapter7.Conclusion.

This book explores teachers' cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin's dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers' cognition formation and re-formation process suggests the highly individual nature of teachers' cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively. The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes and the factors contributing to such processes, revealing convergence and divergence of teachers' stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively.

ISBN: 9783030999919$q(electronic bk.)

Standard No.: 10.1007/978-3-030-99991-9doiSubjects--Topical Terms:

219926
English language
--Composition and exercises

LC Class. No.: PE1404 / .Z43 2022

Dewey Class. No.: 808.042071

Teaching writing in English as a foreign languageteachers' cognition formation and reformation /
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520 $a This book explores teachers' cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin's dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers' cognition formation and re-formation process suggests the highly individual nature of teachers' cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively. The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes and the factors contributing to such processes, revealing convergence and divergence of teachers' stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively.
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