國立高雄大學圖資館 |

Language: English

Back

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching writing in English as a foreign languageby Huan Zhao, Lawrence Jun Zhang.
Reminder of title:	teachers' cognition formation and reformation /
Author:	Zhao, Huan.
other author:	Zhang, Lawrence Jun.
Published:	Cham :Springer International Publishing :2022.
Description:	xxii, 178 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	English languageComposition and exercises
Online resource:	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 /
LDR:03116nmm a2200337 a 4500 001 620961
003 DE-He213
005 20220530103906.0
006 m d
007 cr nn 008maaau
008 221121s2022 sz s 0 eng d
020 $a 9783030999919$q(electronic bk.)
020 $a 9783030999902$q(paper)
024 7 $a 10.1007/978-3-030-99991-9 $2 doi
035 $a 978-3-030-99991-9
040 $a GP $c GP
041 0 $a eng
050 4 $a PE1404 $b .Z43 2022
072 7 $a CJ $2 bicssc
072 7 $a EDU018000 $2 bisacsh
072 7 $a CJ $2 thema
082 0 4 $a 808.042071 $2 23
090 $a PE1404 $b .Z63 2022
100 1 $a Zhao, Huan. $3 921933
245 1 0 $a Teaching writing in English as a foreign language $h [electronic resource] : $b teachers' cognition formation and reformation / $c by Huan Zhao, Lawrence Jun Zhang.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2022.
300 $a xxii, 178 p. : $b ill., digital ; $c 24 cm.
490 1 $a English language education, $x 2213-6975 ; $v v. 28
505 0 $a 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.
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.
650 0 $a English language $x Composition and exercises $x Study and teaching. $3 219926
650 0 $a English language $x Study and teaching $x Foreign speakers. $3 178864
650 1 4 $a Language Education. $3 274696
650 2 4 $a Teaching and Teacher Education. $3 338703
650 2 4 $a Language Teaching and Learning. $3 913215
700 1 $a Zhang, Lawrence Jun. $3 921934
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
830 0 $a English language education ; $v v.2. $3 711370
856 4 0 $u https://doi.org/10.1007/978-3-030-99991-9
950 $a Education (SpringerNature-41171)