Beliefs and practices of Chinese university teachers in EFL writing instruction
Beliefs and practices of Chinese university teachers in EFL writing instruction
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中国大学教师英语写作教学的信念与实践
DOI：
10.1080/07908318.2013.794817
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Shaofen Gao
中科院分区：
文献类型：
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作者：
Luxin Yang;Shaofen Gao
本研究调查了中国某大学四位有经验的英语教师在英语写作教学中的观念和实践。多个来源的数据收集了两个学期，包括课堂观察，访谈和课程材料。所有教师都认为他们在教学中整合了写作的结果和过程元素。然而，他们在写前的重点和功能，多草稿，教师书面反馈，同行评议，以及教师在学生学习写作中的作用的看法不同。四名教师中的三名在写作教学中表现出他们的信念和实践之间的一致性，而剩下的一名教师的实践在某些情况下与他的信念一致，在其他情况下相互矛盾。关于写作教学的信念和实践的差异与个人作为EFL学习者和教师的经验，他们对学生能力的理解，自我反思和学院的影响有关。他们在写作教学中的理念和实践的发展与西方二语写作理论的发展相一致，反映了近几十年来英语和专业网络在世界范围内的传播。本研究表明，在设计和实施二语写作教师发展计划时，需要明确考虑教师的信念和实践。
This study examined four experienced teachers' beliefs and practices in teaching English as a foreign language (EFL) writing at a university in China. Multiple sources of data were collected over two semesters, including class observations, interviews, and course materials. All the teachers perceived that they integrated product and process elements of writing in their teaching. However, they varied in their views about the focus and function of prewriting, multiple drafts, teacher written feedback, peer review, and the teacher's role in students' learning to write. Three of the four teachers showed consistency between their beliefs and practices in teaching writing, while the remaining one's practices were in some cases consistent with his beliefs and in other cases contradictory. Variability in beliefs and practices about teaching writing was related to individuals' prior experiences as EFL learners and teachers, their understanding of students' capabilities, self-reflection, and collegial influences. The development of their beliefs and practices in teaching writing paralleled the development of L2 writing theories in the West, mirroring the worldwide spread of English and of professional networks over recent decades. This study indicates that teachers' beliefs and practices need to be explicitly taken into account in designing and implementing development programmes for L2 writing teachers.