Exploring Teachers' Beliefs About Listening in a Foreign Language

Pelin Irgin
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引用次数: 2

Abstract

There is a substantial amount of research in the field of language teacher cognition reiterating that teachers' beliefs influence their classroom practices; however, teacher beliefs and practices do not always correspond because of the differences in both researchers' and teachers' conceptualization of beliefs and practices. This study aims to investigate the beliefs and practices of 96 language teachers in Turkey. A mixed-method research design was employed to answer the questions to what extent teachers' beliefs and practices reflect the issues stated in the literature on second language listening, what their beliefs and listening instructional practices are, whether their beliefs and practices converge, and if so, what factors underpin them.
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探讨教师对外语听力的看法
在语言教师认知领域有大量的研究,重申教师的信念影响他们的课堂实践;然而,由于研究者和教师对信念和实践的概念不同,教师的信念和实践并不总是一致的。本研究旨在调查土耳其96名语言教师的信仰和实践。采用混合方法研究设计来回答以下问题:教师的信念和实践在多大程度上反映了第二语言听力文献中所述的问题,他们的信念和听力教学实践是什么,他们的信念和实践是否融合,如果是,是什么因素支撑它们。
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