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TESOL教育硕士课程和多样化教学语境研究:The Links between a Master of TESOL Program and Its Graduates Diverse Teaching  [4]

论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2010-12-15编辑:anterran点击率:12393

论文字数:8109论文编号:org201012151335222675语种:英语论文 English地区:中国价格:免费论文

关键词:TESOL课程教学语境多样化关联

ary schools. Interestingly, all NS arecurrently teaching outside their home countries, while all NNS are teaching in their home countries. Theresult also reflects the tendency that NS teachers deal with a wider range of students in a wider range ofinstitutions than NNS teachers. This may be owing to NS teachers experiences of having lived in multiple
countries and the characteristic diversity of ESL students whom NS teachers deal with in English speakingcountries (Burt & Keenan 1998). It is therefore anticipated that NS teachers may have more chances tohandle cultural diversity and its associated cross-cultural complexity in language teaching.Figure 1 presents the four macro skills used by the participants students in class, and this indicates
they taught most about the language, English, in class. The proportions of these skills—listening,speaking, reading, and writing—varied across their contexts.
Participant 5 described 2 institutions where he had worked.Figure 1.Four macro skills used by their students in classWith regard to the language medium of teaching, all participants stated that they mostly spokeEnglish in their classes.
Additionally, 6 participants had a curriculum/syllabus which they needed to follow, while 4 did not;and 8 participants had textbooks which they needed to use, while 2 did not. These results illustratedifferent systems that individuals are dealing with in their diverse teaching contexts. It is not surprisingthat the TESOL programs often fail to accommodate these different needs of the students/graduates, asthe literature suggests (Bax 1997; Liu 1998).
The teaching approaches and methods that the participants employed in their contexts were alsoinvestigated. Eight participants stated their preference for the learner-centered approach. The resultsshow that the participants employed different teaching methods in their contexts. Five participants alsoused mixed SL teaching methods. This illustrates that the participants strive to adjust and accommodatetheir teaching to those contexts. This mixture of teaching methods may also suggest that teachers developculturally appropriate and adapted pedagogies by negotiating between their perceived western training and
the local needs (Chowdhury 2003), thereby mediating between Asian and Western educational values(Baker 2003). However, this study investigated only the participants perceptions, not their actualteaching. Hence, the interpretation of the study is intended to suggest only possible correlations and thisshould not be transferred directly to other cases.
4.2 The M. TESOL Courses Overall Contributions to the Participants Teaching
The study asked the participants to rank each course in the M. TESOL program in terms of its overall
contribution to their current teaching. The number of responses with reference to each course variedfrom 1 to 10. Although there is a danger in fully trusting this ranking, as the number of responses is toosmall and too inconsistent to be statistically significant, it still shows some evidence of their perceptionsabout the courses in relation to their teaching contexts (see Figure 2).
* compulsory core course; ranking (1 = the course that contributed most to their
teaching, 8 = the course that contributed least to their teaching)Figure 2.Ranking of each course in the M. TESOL programThe course contribution ranking in Figure 2 shows variance among rankings, whilst at the same timeit indicates the convergen论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。
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