探究中国公立小学英语外语教师（EFL）在英语阅读教学方面的知识和信念。
Exploring Chinese EFL teachers' knowledge and beliefs relating to the teaching of English reading in public primary schools in China.
机构信息
College of Foreign Languages, Zhejiang Normal University, Jinhua, Zhejiang Province, China.
School of Education, Edith Cowan University, Joondalup, Western Australia, Australia.
出版信息
Dyslexia. 2020 Aug;26(3):266-285. doi: 10.1002/dys.1630. Epub 2019 Aug 15.
Abstract
The present study explored knowledge and beliefs about reading instruction of Chinese teachers teaching English as a foreign language (EFL). Theoretical Orientation to Reading Profile and the Survey of Basic Language Constructs Related to Literacy Acquisition were administered to 262 EFL teachers in the south-eastern part of China. Additionally, three teachers were interviewed, and their instructional practices were observed. The results showed that there was no correlation between teachers' self-efficacy beliefs and the performance on the knowledge of basic language construct survey. However, it was found that teachers' knowledge, beliefs, and instructional practices were mediated by the Chinese EFL contextual factors. Educational and practical implications are discussed.
摘要
本研究探讨了教授英语作为外语（EFL）的中国教师的阅读教学知识和信念。向中国东南部的 262 名 EFL 教师发放了《阅读档案理论取向》和《与读写能力获得相关的基本语言结构调查》，并对其中的 3 名教师进行了访谈，观察了他们的教学实践。结果表明，教师的自我效能信念与基本语言结构调查的表现之间没有相关性。然而，研究发现，教师的知识、信念和教学实践受到中国 EFL 背景因素的影响。讨论了教育和实践意义。
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