Grounded Theory Approach to Beginning Teachers' Perspectives of Communicative Language Teaching Practice.

Autor/inn/en	Liao, Jiadong; Zhao, Dacheng
Titel	Grounded Theory Approach to Beginning Teachers' Perspectives of Communicative Language Teaching Practice.
Quelle	In: Electronic journal of foreign language teaching, 9 (2012) 1, S. 76-90 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Tabellen 4
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Empirische Forschung; Fallstudie; Interview; Qualitative Forschung; Grounded Theory; Lehrer; Methodik; Kommunikativer Ansatz; Fremdsprachenunterricht; Chinesischunterricht
Abstract	Communicative Language Teaching (CLT) approach has become the prevailing language teaching methodology across the world. However, beginning language teachers' application of CLT in foreign language teaching has yet to be explored in past research. This paper reports the use of CLT from the perspective of beginning Mandarin teachers. A grounded theory approach is employed as research methodology. Data were collected from interviews with eight beginning Mandarin teachers. Major findings suggest a three-dimensional explication for beginning teachers' practice of CLT in teaching Mandarin as a foreign language. The epistemic dimension indicates the beginning Mandarin teachers' concepts of CLT; the perceptual dimension reveals the teachers' concerns about CLT as being opposed to their preferences, teaching objectives and surroundings; and the situational dimension explicates the teachers' adaptation of CLT in their particular teaching situations. It argues that the integral, emergent process of the three dimensions demonstrates the process underlying beginning teachers' application of CLT theory to practice. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2