期刊:
Professional Development in Education,2023年49(2):297-308 ISSN:1941-5257
通讯作者:
Yan, Chunmei
作者机构:
[Yan, Chunmei] Cent China Normal Univ, Sch Foreign Languages, English Dept, Wuhan, Peoples R China.;[He, Chuanjun; Guo, Xinjine; Wang, Jianyang] Cent China Normal Univ, Sch Foreign Languages, Coll English Dept, Wuhan, Peoples R China.
通讯机构:
[Yan, Chunmei] C;Cent China Normal Univ, Sch Foreign Languages, English Dept, Wuhan, Peoples R China.
关键词:
Chinese female mid-career EFL teacher educators;regional teacher education universities;plateauing
摘要:
Professional development of teacher educators has received growing attention in recent years owing to their important role in preparing teachers for schools and universities, however, female-dominated mid-career EFL teacher educators in regional teacher education universities remain underexplored. This study examined 18 female experienced teacher educators' professional state, teaching beliefs and competence in a non-elite teacher education university. A combination of longitudinal observations, questionnaires, individual interviews, and official documents was employed to gather data. The results reveal the participants' plateauing indicated by their teaching-focused professional identity and the lack of personal and collective agency for professional development and organisational improvement. Personal and contextual factors were found to have caused their perceived lack of professional expertise, research inactivity in the pervading 'publish or perish' climate. The study yields implications to teacher educators, policymakers, and researchers in different educational and cultural contexts.
作者机构:
[Zou, Shiqian; Ke, Xianbing] Cent China Normal Univ, Wuhan, Peoples R China.;[Ke, Xianbing] Cent China Normal Univ, Sch Foreign Languages, English Dept, 152 Luoyu Rd, Wuhan 430079, Peoples R China.
通讯机构:
[Ke, X.] C;Central China Normal UniversityChina
摘要:
This study investigates the process by which English as a Foreign Language (EFL) student teachers transmute their Pedagogical Content Knowledge (PCK) into Personal Practical Knowledge (PPK) within a blended learning community. Data sources, including conversation transcripts, reflective journals, and field notes, were meticulously examined utilizing the commonplaces of temporality, sociality, and place. Several key findings were unveiled: (1) the volume and focal points of transformed PPK varied across participants; (2) the metamorphosis of PCK into PPK was found to be selectively partial, filtered by factors such as previous learning experiences, course expectations, and levels of engagement; and (3) the selection process was molded within the dynamic interplay of the internal components of the blended learning community and the external socio-cultural conditions. The study concludes that the cognition mechanism of EFL student teachers' PPK is characterized by elements of variation, selection, and dynamism.
期刊:
International Journal of Multilingualism,2023年 ISSN:1479-0718
通讯作者:
Lei Cai<&wdkj&>Longsheng Li<&wdkj&>Hua Tan
作者机构:
[Cai, Lei] Hubei Univ, Sch Foreign Languages, Wuhan, Peoples R China.;[Li, Longsheng] Hubei Univ, Appl linguist & translat studies Sch Foreign Lang, Wuhan, Peoples R China.;[Tan, Hua] Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.;[Tan, Hua] Cent China Normal Univ, Res Ctr Coll English Teaching, Wuhan, Peoples R China.;[Tan, Hua] Cent China Normal Univ, Res Ctr Int Commun Chinese Culture, Wuhan, Peoples R China.
通讯机构:
[Lei Cai; Hua Tan] S;[Longsheng Li] M;School of Foreign Languages, Hubei University<&wdkj&>Master Student of applied linguistics and translation studies, The School of Foreign Languages of Hubei University<&wdkj&>School of Foreign Languages, Central China Normal University, Research Center for International Communication of Chinese Culture, Central China Normal University, Research Center for College English Teaching, Central China Normal University, Research Center for Translation, Interpreting and Communication, Central China Normal University
摘要:
Language education has embraced an intercultural stance for about two decades, in which the key element is a focus on reciprocal understanding and cultural change (Fielding, 2021). Interculturality...
作者机构:
[Yang, Mingfeng] Jiangxi Tourism & Commerce Vocat Coll, Nanchang, Peoples R China.;[Wang, Jiayu; Zhao, Yaru] Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.
通讯机构:
[Jiayu Wang] S;School of Foreign Languages, Central China Normal University, Wuhan, China
摘要:
Multimodal News Analysis across Cultures adopts the framework of “discursive news value analysis” (DNVA) to probe news values. It employs the approach of corpus-assisted multimodal discourse analysis (CAMDA) to illustrate how news values are approached from a linguistic perspective; how corpus linguistic techniques are applied to the analysis of news values; and how news values are constructed through different semiotic resources (language and image) in two different cultural contexts by investigating the similar national events across two countries, that is, the National Days of China and that of Australia.
期刊:
PSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT,2023年16:3541-3560 ISSN:1179-1578
通讯作者:
Ji, SH;Zou, LF
作者机构:
[Li, Ke] Wuhan Univ, Sch Journalism & Commun, Wuhan, Hubei, Peoples R China.;[Li, Ke] Wuhan Univ, Ctr Studies Media Dev, Wuhan, Hubei, Peoples R China.;[Ji, Suhe; Qin, Xiaoqing; Ji, SH] Cent China Normal Univ, Sch Foreign Languages, Wuhan 430079, Hubei, Peoples R China.;[Zou, Linfeng] Hankou Univ, Sch Commun, Wuhan 430212, Hubei, Peoples R China.
通讯机构:
[Zou, LF ] H;[Ji, SH ] C;Cent China Normal Univ, Sch Foreign Languages, Wuhan 430079, Hubei, Peoples R China.;Hankou Univ, Sch Commun, Wuhan 430212, Hubei, Peoples R China.
关键词:
foreign language listening anxiety;general listening anxiety;listening test anxiety;structural equation modeling;multi-group analysis
摘要:
PURPOSE: This research seeks to conceptualize foreign language listening anxiety (FLLA) and provide its measurement, and further explore the influences of FLLA on self-perceived listening performance. METHODS: In Study 1, semi-structured interviews explored FLLA-arousal situations. Follow-up reliability and validity tests for the newly-developed scale were testified. In Study 2, structural equation modeling explored the relationship between FLLA and self-perceived performance, which was followed by the comparison of the effects of different types of FLLA on self-perceived performance between English and non-English major students. RESULTS: The componential factors of FLLA included two factors, namely general listening anxiety and listening test anxiety, and general listening anxiety was represented by FLLA in classroom, daily usage, and media learning. The results also showed that listening test anxiety negatively affected self-perceived performance; general listening anxiety positively affected listening test anxiety but did not affect self-perceived performance, and listening test anxiety played a full mediation role. Moreover, findings revealed that non-English major students' general listening anxiety was higher than that of English major students. However, the multi-group analysis showed that these two groups did not differ in the effect of general listening anxiety on listening test anxiety, and in the effects of listening anxieties on self-perceived performance. For the two groups, the mechanism of anxiety-and-performance relationship was consistent. CONCLUSION: The results of this research have expanded the knowledge of listening anxiety by distinguishing general listening anxiety from listening test anxiety. Moreover, by testifying the mediator of listening test anxiety, this research deepened the understanding of the effects of different types of FLLA on self-perceived listening performance and the intensity differences of listening anxieties in English and non-English majors. Furthermore, the research has contributed to the literature on FLLA research based on Complex Dynamic Systems Theory, and has practical pedagogical implications for future studies.