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Relations between Vietnamese EFL Students' and Teachers' Language Learning Beliefs Unabridged edition [Kõva köide]

  • Formaat: Hardback, 205 pages, kõrgus x laius: 212x148 mm
  • Ilmumisaeg: 10-Sep-2013
  • Kirjastus: Cambridge Scholars Publishing
  • ISBN-10: 1443849340
  • ISBN-13: 9781443849340
Teised raamatud teemal:
Relations between Vietnamese EFL Students' and Teachers' Language Learning Beliefs Unabridged editionSuurem pilt
  • Formaat: Hardback, 205 pages, kõrgus x laius: 212x148 mm
  • Ilmumisaeg: 10-Sep-2013
  • Kirjastus: Cambridge Scholars Publishing
  • ISBN-10: 1443849340
  • ISBN-13: 9781443849340
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781443849340.html
Märksõnad:
This book examines the relationships between foreign language learning beliefs and learning preferences of two English language learners and the beliefs and teaching practices of two Native English-speaking teachers in the EFL context. In such an environment, the learners were not satisfied with learning English in their public school; they paid a great deal of money to attend a private school and had many expectations regarding the course and the teachers. On the other hand, the teachers had to satisfy their students without any personal experience in learning English as a foreign language.

This book examines the relationships between foreign language learning beliefs and learning preferences of two English language learners and the beliefs and teaching practices of two Native English-speaking teachers in the EFL context. In such an environment, the learners were not satisfied with learning English in their public school; they paid a great deal of money to attend a private school and had many expectations regarding the course and the teachers. On the other hand, the teachers had to satisfy their students without any personal experience in learning English as a foreign language. Practically, the book will help private schools and other similar contexts to enhance their competitiveness in the market and serve their learners better. In addition, the book will also help EFL teachers to raise their awareness of the nature and effects of the relationship between teachers' and students' beliefs. Theoretically, this book contributes to the current literature on this subject by relating not only learners' beliefs and preferences, but also teachers' beliefs with their on-going practices.
List of Figures
xi
List of Tables
xii
Acknowledgements xiii
Abbreviations xiv
Transcription Conventions xv
Abstract xvi
Chapter One Introduction
1(9)
1.1 Research background and problem
1(2)
1.2 Context of the Study
3(2)
1.3 Research Aim/Objectives
5(1)
1.4 Research Questions
5(1)
1.5 Importance/Value of the Study
5(1)
1.6 Definitions of Terms
6(3)
1.7 Conclusion and Overview of
Chapters
9(1)
Chapter Two The Theoretical Framework and Literature Review
10(29)
2.1 The Nature of Beliefs
10(8)
2.1.1 Beliefs and Knowledge
10(1)
2.1.2 Beliefs and Actions
11(1)
2.1.3 Beliefs, Values, and Attitudes
12(1)
2.1.4 Beliefs, Belief System, and Beliefs Change
12(2)
2.1.5 Beliefs are Contradictory
14(1)
2.1.6 Espoused Beliefs and Beliefs in Action (Enacted Beliefs)
15(1)
2.1.7 Beliefs, Experience, Identity
16(1)
2.1.8 Summary
17(1)
2.2 Approaches to Studying LLBs
18(6)
2.2.1 Different Terms and Definitions for LLBs
18(1)
2.2.2 Approaches to LLBs
19(1)
2.2.2.1 The Normative Approach
19(2)
2.2.2.2 The Metacognitive approach
21(2)
2.2.2.3 The Contextual Approach
23(1)
2.3 LLBs and the Actions of Teachers and Learners
24(13)
2.3.1 Identity as the Background of Beliefs and Actions of Teachers and Learners
25(1)
2.3.2 Native English-Speaking Teacher Identity
26(2)
2.3.3 Teachers' Beliefs and Actions
28(3)
2.3.4 Learners' Beliefs and Actions
31(3)
2.3.5 The Relationships between Students' and Teachers' Beliefs
34(2)
2.3.6 Learners Beliefs about Native and Non-Native English-speaking Teachers
36(1)
2.4 Conclusion
37(2)
Chapter Three Research Design
39(27)
3.1 Introduction
39(10)
3.2 Paradigm and Research Methods
39(1)
3.2.1 (Post)positivist Paradigm vs. Interpretivist Paradigm
39(1)
3.2.1.1 (Post)positivist
40(1)
3.2.1.2 Interpretivist
41(1)
3.2.2 Quantitative Methods vs. Qualitative Methods
41(1)
3.2.2.1 Quantitative methods
41(1)
3.2.2.2 Qualitative methods
42(1)
3.2.3 Paradigm and Methods of the Study
43(1)
3.2.3.1 Repertory Grid
44(1)
3.2.3.2 Stimulated recall
45(1)
3.2.3.3 Observation schedule
46(3)
3.3 The Procedures
49(6)
3.3.1 Repertory Grid Interviews with the Teachers and Learners
49(2)
3.3.2 Stimulated Recall Interviews
51(1)
3.3.3 Transcription and Quoting Strategies
52(1)
3.3.4 Analysing the Interview Data
52(1)
3.3.5 Observation Schedule
53(2)
3.4 Role of the Researcher
55(2)
3.5 Trustworthiness and Credibility
57(1)
3.6 Ethical Considerations
58(1)
3.7 The Pilot Study
58(3)
3.8 Rationale for Choosing AMA as the Fieldwork
61(5)
3.8.1 Description of the Courses
62(1)
3.8.2 Description of the Participants
63(2)
3.8.3 Rapport with the Participants
65(1)
Chapter Four Results
66(69)
4.1 Introduction
66(1)
4.2 GE1 Class: Thao and Diana
67(33)
4.2.1 Thao's Beliefs vs. Preferred Ways of Learning
67(1)
4.2.1.1 Thao stated beliefs
67(4)
4.2.1.2 Thao's enacted beliefs
71(5)
4.2.2 Diana's Beliefs vs. Her Preferred Ways of Teaching
76(1)
4.2.2.1 Diana's stated beliefs
76(4)
4.2.2.2 Diana's enacted beliefs
80(9)
4.2.3 Diana's Classroom Actions
89(5)
4.2.4 Thao's Beliefs and Preferences in Relation to Diana's Beliefs and Actions
94(3)
4.2.5 Diana's Beliefs and Actions in Relation to Her Learners' Beliefs and Preferences
97(3)
4.3 GE3 Class: Duc and David
100(31)
4.3.1 Duc's Beliefs vs. Preferred Ways of Learning
100(1)
4.3.1.1 His stated beliefs
100(3)
4.3.1.2 Duc's enacted beliefs
103(6)
4.3.2 David's Beliefs and His Preferred Ways of Teaching
109(1)
4.3.2.1 His stated beliefs
110(3)
4.3.2.2 His enacted beliefs
113(7)
4.3.3 David's Classroom Actions
120(4)
4.3.4 Duc's Beliefs and References in Relation to Davids' Beliefs and Actions
124(4)
4.3.5 David's Beliefs and Actions in Relation to His Learners' Beliefs and Preferences
128(3)
4.4 Conclusion of the
Chapter
131(4)
Chapter Five Discussion
135(12)
5.1 Learners' Beliefs and Learning Preferences
135(4)
5.2 Teachers' Beliefs and Their Ways of Teaching
139(4)
5.3 How and the Extent to Which the Teachers' Beliefs and Ways of Teaching Influence the Learners' Beliefs, Preferences, and Expectatations
143(2)
5.4 How and the Extent to Which the Learners' Beliefs, Expectations, and Learning Preferences Affect Their Teachers' Beliefs and Ways of Teaching
145(2)
Chapter Six Conclusions and Implications
147(6)
6.1 Conclusion
147(1)
6.2 Implications of the Study
147(4)
6.2.1 Implications of the Study to Practice
147(2)
6.2.2 Implications of the Study to the Theory of LLBs
149(2)
6.3 Limitations and Suggestions for Future Research
151(1)
6.4 Final Considerations
152(1)
References 153(23)
Appendix A Learning Activities to Elicit Elements for the Repgrid Interview 176(1)
Appendix B Optional Questions for the Repertory Grid 177(1)
Appendix C Optional Questions in Stimulated Recall Interview 178(1)
Appendix D COLT Observation Scheme Adapted from: Frohlich et al. (1985) COLT Observation Scheme 179(4)
Appendix E How a recorded lesson was coded with the COLT (Diana's lesson) 183(2)
Appendix F Examples of Diana's extra materials 185(2)
Appendix G Examples of David's extra pronunciation task and grammar for homework 187
Truong Sa Nguyen holds a BA in English Teaching from Hue Pedagogy University in Vietnam, an MA in Applied Linguistics from Latrobe University, and a doctorate researching Applied Linguistics and TESOL from Leicester University. His experience as an EFL teacher came from teaching English and managing English programs in a number of private English schools in Vietnam. He has taught courses ranging from Children English to Teenager English, General English, and Business English and IELTS, TOEIC, and TOEFL courses. Truong Sa is currently a Lecturer in Ho Chi Minh University of Industry where he is in charge of training new teachers of English. His teaching and researching interests are language teaching and learning methodology, second language acquisition, cross-culture communication, and classroom and action research.