Literaturnachweis - Detailanzeige
Autor/in | Bell, David M. |
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Titel | Do Teachers Think that Methods Are Dead? |
Quelle | In: ELT Journal, 61 (2007) 2, S.135-143 (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0951-0893 |
DOI | 10.1093/elt/ccm006 |
Schlagwörter | Teaching Methods; Autobiographies; Teacher Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Beliefs; Educational Environment; Teacher Education; Language Teachers Teaching method; Lehrmethode; Unterrichtsmethode; Autobiography; Autobiografie; Autobiographie; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Belief; Glaube; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht |
Abstract | This paper examines Block's (2001) claim that whereas the notion of method no longer plays a significant role in the thinking of applied linguists, it still plays a vital role in the thinking of teachers. In order to assess Block's claim, four sources of data on teachers' beliefs were examined--two direct sources of data: (1) interviews with questions directly addressing teachers' opinions on the concept of method and (2) discussion board postings on the topic of post-method, and two indirect sources: (3) language learning/teaching autobiographies and (4) teaching journals. The evidence from the data suggests that teacher interest in methods is determined by how far methods provide options in dealing with particular teaching contexts. Rather than playing a vital role in teacher thinking, teacher attitude towards methods is highly pragmatic. In the light of this evidence, implications for teacher education are considered. (Author). |
Anmerkungen | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |