東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The theoretical orientations of Engl...

Johnson, Karen E.

Linked to FindBook

Google Book

Amazon

博客來

The theoretical orientations of English as a Second Language teachers: The relationship between beliefs and practices.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The theoretical orientations of English as a Second Language teachers: The relationship between beliefs and practices./
Author:	Johnson, Karen E.
Description:	199 p.
Notes:	Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3875.
Contained By:	Dissertation Abstracts International50-12A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9012648

The theoretical orientations of English as a Second Language teachers: The relationship between beliefs and practices.
Johnson, Karen E.

The theoretical orientations of English as a Second Language teachers: The relationship between beliefs and practices. - 199 p.

Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3875.

Thesis (Ph.D.)--Syracuse University, 1989.

This study explores the relationship between teachers' beliefs and practices within English as a Second Language (ESL) instructional contexts. A Multidimensional TESOL Theoretical Orientation Profile was designed to determine the extent to which ESL teachers possess theoretical beliefs about second language learning and teaching which are consistent with the major theoretical explanations in the field of Teaching English to Speakers of Other Languages (TESOL). The classroom instruction of three ESL teachers with different theoretical orientations was observed and analyzed to determine the extent to which ESL teachers' theoretical orientations are associated with their instructional practices. Data were also collected to identify contextual variables within the classroom which ESL teachers perceive as influencing their instructional practices.Subjects--Topical Terms:

1018115
Education, Language and Literature.

The theoretical orientations of English as a Second Language teachers: The relationship between beliefs and practices.
LDR:03412nmm 2200289 4500 001 1819361
005 20061003095500.5
008 130610s1989 eng d
035 $a (UnM)AAI9012648
035 $a AAI9012648
040 $a UnM $c UnM
100 1 $a Johnson, Karen E. $3 535073
245 1 4 $a The theoretical orientations of English as a Second Language teachers: The relationship between beliefs and practices.
300 $a 199 p.
500 $a Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3875.
502 $a Thesis (Ph.D.)--Syracuse University, 1989.
520 $a This study explores the relationship between teachers' beliefs and practices within English as a Second Language (ESL) instructional contexts. A Multidimensional TESOL Theoretical Orientation Profile was designed to determine the extent to which ESL teachers possess theoretical beliefs about second language learning and teaching which are consistent with the major theoretical explanations in the field of Teaching English to Speakers of Other Languages (TESOL). The classroom instruction of three ESL teachers with different theoretical orientations was observed and analyzed to determine the extent to which ESL teachers' theoretical orientations are associated with their instructional practices. Data were also collected to identify contextual variables within the classroom which ESL teachers perceive as influencing their instructional practices.
520 $a The findings of this study suggest that the major theoretical explanations which have historically influenced the TESOL field over time have also influenced the theoretical orientations of the ESL teachers in this study. In addition, one source of ESL teachers' theoretical beliefs appears to be associated to some extent with the number of years they have taught ESL and the type of educational training they received.
520 $a In ESL instructional contexts, dominant theoretical orientations appear to be an important aspect of the cognitive knowledge through which ESL teachers make instructional decisions. The dominant theoretical orientations of the ESL teachers in this study were strongly associated with all aspects of their instructional practices. Inconsistencies between the beliefs and practices of the ESL teachers in this study appear to be associated to some extent with institutional, student, and material concerns which these ESL teachers perceived as influencing their instructional practices.
520 $a The relationship between teachers' theoretical beliefs and instructional practices in ESL contexts can begin to provide a broader understanding of how ESL teachers perceive, process, and act upon information during second language instruction. Such an understanding offers professional TESOL preparation programs insights into one aspect of the cognitive dimensions of teaching ESL. Knowledge about institutional, student, and material concerns which ESL teachers perceive as influencing their instructional practices can begin to inform ESL teachers of the complexities of classroom life which influence the way they think and act as they teach second language learners.
590 $a School code: 0659.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Teacher Training. $3 783747
690 $a 0279
690 $a 0533
690 $a 0530
710 2 0 $a Syracuse University. $3 1017440
773 0 $t Dissertation Abstracts International $g 50-12A.
790 $a 0659
791 $a Ph.D.
792 $a 1989
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9012648