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Article: Vocabulary learning and teaching beliefs of pre-service and in-service teachers in Hong Kong and mainland China

TitleVocabulary learning and teaching beliefs of pre-service and in-service teachers in Hong Kong and mainland China
Authors
Keywordsbeliefs
contextual mediation
language awareness
strategy awareness
teacher education
vocabulary learning and teaching
Issue Date2011
PublisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/loi/rmla20#.VM_U0_ldVPM
Citation
Language Awareness, 2011, v. 20 n. 4, p. 327-342 How to Cite?
AbstractLanguage learners and teachers' cognition in respect of learning and teaching plays a critical role in mediating their actual behaviour and decisions in the process. This study investigates the vocabulary learning and teaching beliefs held by pre-service and in-service teachers in Hong Kong and on the Chinese mainland so that teacher education programmes can better equip teachers with appropriate knowledge concerning the vital task of vocabulary teaching. A mixed approach was adopted in inquiring into the nature of vocabulary learning and teaching beliefs held by these participants. Statistical tests (factor analysis, multi-variate analysis, and Chi-square test) were employed in conjunction with qualitative analysis of the data collected. The analyses revealed variations in the beliefs held by the participants in the two contexts. The identified variations in the beliefs held by pre-service and in-service participants both in Hong Kong and on the Chinese mainland were less significant than those that emerged when comparing Hong Kong participants' beliefs with those of their mainland Chinese counterparts. The findings are indicative of profound contextual mediation on the participants' vocabulary teaching and learning beliefs. They also confirm the importance of raising and strengthening language teachers' strategy and language awareness in teacher development programmes. © 2011 Copyright Taylor and Francis Group, LLC.
Persistent Identifierhttp://hdl.handle.net/10722/152900
ISSN
2015 Impact Factor: 0.545
2015 SCImago Journal Rankings: 0.411
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorGao, Xen_HK
dc.contributor.authorMa, Qen_HK
dc.date.accessioned2012-07-16T09:51:31Z-
dc.date.available2012-07-16T09:51:31Z-
dc.date.issued2011en_HK
dc.identifier.citationLanguage Awareness, 2011, v. 20 n. 4, p. 327-342en_HK
dc.identifier.issn0965-8416en_HK
dc.identifier.urihttp://hdl.handle.net/10722/152900-
dc.description.abstractLanguage learners and teachers' cognition in respect of learning and teaching plays a critical role in mediating their actual behaviour and decisions in the process. This study investigates the vocabulary learning and teaching beliefs held by pre-service and in-service teachers in Hong Kong and on the Chinese mainland so that teacher education programmes can better equip teachers with appropriate knowledge concerning the vital task of vocabulary teaching. A mixed approach was adopted in inquiring into the nature of vocabulary learning and teaching beliefs held by these participants. Statistical tests (factor analysis, multi-variate analysis, and Chi-square test) were employed in conjunction with qualitative analysis of the data collected. The analyses revealed variations in the beliefs held by the participants in the two contexts. The identified variations in the beliefs held by pre-service and in-service participants both in Hong Kong and on the Chinese mainland were less significant than those that emerged when comparing Hong Kong participants' beliefs with those of their mainland Chinese counterparts. The findings are indicative of profound contextual mediation on the participants' vocabulary teaching and learning beliefs. They also confirm the importance of raising and strengthening language teachers' strategy and language awareness in teacher development programmes. © 2011 Copyright Taylor and Francis Group, LLC.en_HK
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/loi/rmla20#.VM_U0_ldVPMen_HK
dc.relation.ispartofLanguage Awarenessen_HK
dc.subjectbeliefsen_HK
dc.subjectcontextual mediationen_HK
dc.subjectlanguage awarenessen_HK
dc.subjectstrategy awarenessen_HK
dc.subjectteacher educationen_HK
dc.subjectvocabulary learning and teachingen_HK
dc.titleVocabulary learning and teaching beliefs of pre-service and in-service teachers in Hong Kong and mainland Chinaen_HK
dc.typeArticleen_HK
dc.identifier.emailGao, X: xsgao@hku.hken_HK
dc.identifier.emailMa, W: maqing@ied.edu.hk-
dc.identifier.authorityGao, X=rp01549en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/09658416.2011.579977en_HK
dc.identifier.scopuseid_2-s2.0-84858953795en_HK
dc.identifier.hkuros201100en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84858953795&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume20en_HK
dc.identifier.issue4en_HK
dc.identifier.spage327en_HK
dc.identifier.epage342en_HK
dc.identifier.isiWOS:000299876400004-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridGao, X=23099781400en_HK
dc.identifier.scopusauthoridMa, Q=55140673900en_HK

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