Language Teaching Program, Oranim College of Education, Tivon, Israel.
Dyslexia. 2020 Aug;26(3):305-322. doi: 10.1002/dys.1608. Epub 2019 Mar 5.
The study investigated English as a foreign language (EFL) teachers' knowledge of the linguistic foundations of the English language, teachers' reported classroom practices regarding time allocation to different language teaching and learning activities, and the relationship between these two parameters. An additional goal was to investigate teachers' beliefs regarding various aspects of literacy acquisition. Results indicated low scores for language constructs, especially those related to phonology and orthography. EFL teachers reported dedicating the largest amount of classroom time to vocabulary-related activities whereas the smallest amounts of time were allotted to teaching phonemic awareness and word reading. Teachers with higher scores on phonological, syllabic, and orthographic knowledge allocated more time to teaching and practicing phonemic awareness, grapheme-phoneme correspondence, and reading skills. Educational implications include the importance of research based, focused teacher professional training both in content knowledge of basic language constructs and in pedagogical knowledge of EFL literacy acquisition.
本研究调查了英语作为外语（EFL）教师对英语语言基础的了解程度、教师报告的课堂实践情况，包括对不同语言教学和学习活动的时间分配，以及这两个参数之间的关系。另一个目的是调查教师对各种读写能力获取方面的信念。结果表明，语言结构的得分较低，尤其是与语音和正字法相关的结构。EFL 教师报告说，他们在课堂上花费了大量的时间来进行词汇相关的活动，而分配给教授语音意识和单词阅读的时间最少。在语音、音节和正字法知识方面得分较高的教师，会分配更多的时间来教授和练习语音意识、字母-音素对应和阅读技巧。教育意义包括基于研究的、有针对性的教师专业培训的重要性，培训内容既包括基本语言结构的内容知识，也包括 EFL 读写能力获取的教学知识。
