Teaching writing in English as a foreign language : teachers' cognition formation and reformation / Huan Zhao, Lawrence Jun Zhang.

Format:

Book

Author/Creator:

Zhao, Huan, author.

Zhang, Lawrence Jun, author.

Series:

English language education (Springer (Firm)) ; v. 28.

English language education ; volume 28

Language:

English

Subjects (All):

English language--Composition and exercises--Study and teaching.

English language.

English language--Study and teaching--Foreign speakers.

Genre:

Electronic books.

Physical Description:

1 online resource.

Place of Publication:

Cham : Springer, [2022]

Summary:

This book explores teachers cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtins dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers cognition formation and re-formation process suggests the highly individual nature of teachers cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively. The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes and the factors contributing to such processes, revealing convergence and divergence of teachers stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively.

Contents:

Chapter1.Setting the Scene for Researching EFL Writing Teacher Cognition

Chapter2.Defining Teacher Cognition and the Research Context

Chapter3.A REview of Studies on Teacher Cognition and Approaching Teacher Cognition from the Perspective of Dialogism

Chapter4.Patterns and Differences in Teachers' Cognition on EFL Writing

Chapter5. Individual Teachers' Stories: Teacher Cognition of EFL Writing

Chapter6.Teacher Cognition Formation and Reformation Processes and Its Relationship to Teaching Practice

Chapter7.Conclusion.

Notes:

Includes bibliographical references.

Online resource; title from PDF title page (SpringerLink, viewed June 13, 2022).

ISBN:

9783030999919

3030999912

OCLC:

1322368572

Access Restriction:

Restricted for use by site license.