Chinese EFL Teachers' Knowledge of Basic Language Constructs and Their Self-Perceived Teaching Abilities

Autor/inn/en	Zhao, Jing; Joshi, R. Malatesha; Dixon, L. Quentin; Huang, Liyan
Titel	Chinese EFL Teachers' Knowledge of Basic Language Constructs and Their Self-Perceived Teaching Abilities
Quelle	In: Annals of Dyslexia, 66 (2016) 1, S.127-146 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-015-0110-2
Schlagwörter	Knowledge Level; Elementary School Teachers; Language Teachers; English (Second Language); Foreign Countries; Teacher Surveys; Self Concept; Vocabulary; Reading Instruction; Reading Difficulties; Morphology (Languages); Correlation; Teaching Skills; Teacher Competencies; Teacher Characteristics; Second Language Instruction; Knowledge Base for Teaching; Phonemic Awareness; Morphemes; Syllables; Scores; China + Suchen Sie Ihr Suchwort? Wissensbasis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Selbstkonzept; Wortschatz; Leseunterricht; Reading difficulty; Leseschwierigkeit; Morphology; Morphologie; Korrelation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrkunst; Fremdsprachenunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Morphem; Silbe
Abstract	The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers' self-perceived ability to teach vocabulary was the highest and self-perceived ability to teach reading to struggling readers was the lowest. Morphological knowledge was positively correlated with teachers' self-perceived teaching abilities, and it contributed unique variance even after controlling for the effects of ultimate educational attainment and years of teaching. Findings suggest that elementary school EFL teachers in China, on average, were able to display implicit skills related to certain basic language constructs, but less able to demonstrate explicit knowledge of other skills, especially sub-lexical units (e.g., phonemic awareness and morphemes). The high self-perceived ability of teaching vocabulary and high scores on syllable counting reflected the focus on larger units in the English reading curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01