Knowledge about Basic Language Constructs among Teachers of English as a Foreign Language in China and South Korea

Autor/inn/en	Bae, Han Suk; Yin, Li; Joshi, R. Malatesha
Titel	Knowledge about Basic Language Constructs among Teachers of English as a Foreign Language in China and South Korea
Quelle	In: Annals of Dyslexia, 69 (2019) 1, S.136-152 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-018-00169-z
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Cultural Differences; Language Teachers; Teacher Competencies; Self Efficacy; Knowledge Base for Teaching; Phonemic Awareness; Phonological Awareness; Phonics; Morphology (Languages); Reading Difficulties; Reading Instruction; Teaching Skills; Vocabulary; Reading Fluency; Reading Comprehension; China; South Korea + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Kultureller Unterschied; Language teacher; Sprachunterricht; Lehrkunst; Self-efficacy; Selbstwirksamkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Morphology; Morphologie; Reading difficulty; Leseschwierigkeit; Leseunterricht; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Wortschatz; Leseverstehen; Korea; Republik
Abstract	The purpose of the present study is to explore cross-cultural differences among teachers of English as a Foreign Language (EFL) on the basic language constructs and the impacts on their perceived teaching ability in English-reading instruction. Chinese EFL (n = 73) and Korean EFL (n = 39) teachers were administered the Reading Teacher Knowledge Survey for testing their implicit and explicit knowledge on phonemic awareness, phonological awareness, phonics, and morphological awareness; and their self-perceived teaching ability on teaching typical readers, struggling readers, phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. Results showed that both Chinese EFL and Korean EFL teachers' knowledge on the phonemic awareness, phonological awareness, and phonics was implicit rather than explicit. However, the teachers' knowledge on morphological awareness showed cross-cultural difference: Chinese EFL teachers had greater explicit knowledge on morphological awareness than implicit knowledge, while their Korean EFL counterparts showed opposite pattern. Self-perceived teaching ability was also distinct cross-culturally, in that Chinese EFL teachers were only confident in teaching English vocabulary, whereas Korean EFL teachers had generally positive self-perception on teaching typical readers, fluency, vocabulary, and reading comprehension. Importantly, both groups of EFL teachers' explicit knowledge on the basic language constructs explained additional variance for predicting their self-perception on teaching English reading, controlling for the effects of their years of teaching and implicit knowledge. Educational implications and future research ideas are discussed in relation to the cross-cultural differences of teacher knowledge and their perceived teaching ability. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01