实习英语教师教学认知
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-08-28编辑:lgg点击率:5074
论文字数:37293论文编号:org201608231741479958语种:英语 English地区:中国价格:$ 66
关键词:英语语言学论文语言教师认知教师发展个案研究
摘要:本文是英语语言学论文,通过对转录、编码数据的分析,本研究发现实习英语教师的教学认知变化主要体现在实习英语教师的教学技巧的提升,实习教师知识的增加,与他人的关系(包括其他教师与学生)的变化,以及实习教师的情感等方面的变化。
Chapter One Introduction
1.1 Background of the Study
For many researchers, the study on language teacher cognition plays an important role inlanguage teachers'
Education, such as Bailey (1996), Freeman & Richard (1996), Borg (2006).It's Richards and Crookes (1988:21) that highlight the practicum, 'the practicum has come tobe acknowledged as an important part of the English as a Second Language (ESL) teacher'sprofessional preparation in many TESOL programs'. As one of the most important parts inlanguage teachers' education, the practicum helps the language teachers to form a connectionbetween what they know about teaching and the act of teaching. Meanwhile it is the placewhere the practicum teachers acquire the self-knowledge that leads to personal growth andprofessional competence (Richards & Crookes1988). According Borg (2015), from 2004 to2009, 220 papers relate to the language teacher cognition, 35 papers relate to practicumlanguage teacher cognition. And between 2010 and 2015, 287 papers bear on language teachercognition, 57 papers bear on practicum teacher cognition. The percentage of practicum teachercognition on teacher cognition is 14% between 2004 and 2009 and up to 16.5% between 2010and 2015. The study on practicum language teacher cognition has become popular.Among the 287 papers published between 2010 and 2015, only about 25 papers relate toChinese language teacher cognition. And most of the researches are concerned on languageteacher cognition in other countries, for example, Beatrice (2014), Kourieos (2014), ?z (2015).What's more, the participants on Chinese language teacher cognition were all from normaluniversity, for example, Rui Yuan & Icy Lee (2014), Jiang Shuyan (2014), Yue Dan (2014).While the fact is that language teachers are not all graduated from normal university and quitea lot of students in English major have teaching experience and most of them would like to bean English teacher after their postgraduate study (Liu Yupei & Zhang Yanlin, 2014).
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1.2 Aims of the Research
Based on the situations at home and abroad and Borg's (2006) theoretical framework (seeFigure 2.4.1) on language teacher cognition, the primary purpose of the study is to explore inwhat aspects do the practicum English teachers' teaching cognition changes. The study alsoaims to investigate what factors may lead to these changes. After the case study on fivepracticum English teachers' teaching cognition changes and the analysis on data ontointerviews and the reflection note, some suggestions are offered for practicum English teachersto be expertise in teaching.The study on practicum language teacher cognition, as Richards and Crookes (1988)states, has come to be acknowledged as an important part in language teachers' professionalpreparation. According Borg (2015), more and more researchers focus on studying thepracticum language teacher cognition. Practicum language teachers are the vital force ofteaching and their professional level has a far-reaching impact on the value and function ofeducation. The practicum helps the practicum language teachers to acquire self-knowledge thatleads to personal growth and competence.And the researcher herself also was a practicum English teacher. During and after thepracticum, seven classmates and me worked as pre-service college English teachers and we dohave some changes on many aspects. The problem is in what aspects do practicum teach
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