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Changes to teachers' knowledge base: do they make a difference to students' writing outcomes?
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In: Faculty of Law, Humanities and the Arts - Papers (2020)
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Teaching young second language learners in LOTE contexts
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In: Faculty of Social Sciences - Papers (2018)
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Teaching young second language learners in LOTE contexts
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In: Faculty of Social Sciences - Papers (2018)
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Chinese EFL Teachers’ Cognition about the Effectiveness of Genre Pedagogy: A Case Study
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In: Faculty of Social Sciences - Papers (Archive) (2017)
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Abstract:
Developing students’ communicative competence became the primary goal of the current College English Curriculum Requirements in 2004 in China. There has been increasing concern, however, that this goal has yet to be realized, particularly in relation to the teaching of writing. This study investigated the potential of a Systemic Functional Linguistics (SFL-) informed genre approach to enhance Chinese students’ communicative competence in writing. As teachers’ beliefs have a strong impact on the effectiveness of their teaching practice (Borg, 2003), the study examined six Chinese College English teachers’ shifts in their beliefs and practices after attending a training workshop in the genre-based approach to writing development. Using pre- and post- workshop interviews and classroom observations and drawing on the analytical frameworks of teacher cognition (Borg, 2003), teacher knowledge (Shulman, 1986) and interactional scaffolding (Hammond and Gibbon, 2005), the study found that professional training in SFL genre pedagogy had a positive impact on teachers’ cognition about writing instruction, albeit with one notable constraint; the teachers paid only partial attention to the social purpose of the targeted genre, thus limiting the successful implementation of the pedagogy to a certain extent.
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Keyword:
about; case; chinese; cognition; Education; effectiveness; efl; genre; pedagogy:; Social and Behavioral Sciences; study; teachers’
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URL: https://ro.uow.edu.au/sspapers/3561 https://ro.uow.edu.au/cgi/viewcontent.cgi?article=4569&context=sspapers
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"I feel like having a nervous breakdown": Pre-service and in-service teachers' developing beliefs and knowledge about pronunciation instruction
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In: Faculty of Social Sciences - Papers (Archive) (2017)
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Review of selected research in applied linguistics published in Australia (2008-2014)
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Mapping participation in situated language learning
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Transforming practice: Designing rubrics for cumulative and integrative assessment of disciplinary learning and development of students' language communication
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In: Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers (2016)
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The role of dialogic pedagogy in teaching grammar
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Review of selected research in applied linguistics published in Australia (2008-2014)
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Children talking about writing: Investigating metalinguistic understanding
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Applying linguistics in making professional practice re-visible
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Special Issue: SFL as a Bridge from Theory to Practice in the Analysis of Professional Discourse [Guest Editor]
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Applying linguistics in making professional practice re-visible
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In: Faculty of Social Sciences - Papers (Archive) (2012)
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Teachers' knowledge about language: issues of pedagogy and expertise
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In: Faculty of Education - Papers (Archive) (2012)
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Understanding metalinguistic development in beginning writers
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In: Faculty of Social Sciences - Papers (2012)
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Increasing international and domestic student interaction through group work: A case study from the humanities
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In: Faculty of Social Sciences - Papers (Archive) (2012)
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