Teaching Writing in English as a Foreign Language: Teachers' Cognition Formation and Reformation. English Language Education. Volume 28

Autor/inn/en	Zhao, Huan; Zhang, Lawrence Jun
Titel	Teaching Writing in English as a Foreign Language: Teachers' Cognition Formation and Reformation. English Language Education. Volume 28
Quelle	(2022), (178 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2213-6967
ISBN	978-3-030-99990-2
Schlagwörter	Writing Instruction; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Schemata (Cognition); Instructional Effectiveness; Dialogs (Language); Language Teachers; Teacher Characteristics; Work Experience; Educational Background; Teacher Attitudes + Suchen Sie Ihr Suchwort? Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Cognition; Schema; Kognition; Unterrichtserfolg; Dialog; Dialogs; Dialogue; Dialogues; Language teacher; Sprachunterricht; Employment experience; Job experience; Occupational experience; Berufserfahrung; Vorbildung; Lehrerverhalten
Abstract	This book explores teachers' cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin's dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers' cognition formation and re-formation process suggests the highly individual nature of teachers' cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively. The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes and the factors contributing to such processes, revealing convergence and divergence of teachers' stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01