File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: 'Just like instant noodles': L2 teachers and their beliefs about grammar pedagogy

Title'Just like instant noodles': L2 teachers and their beliefs about grammar pedagogy
Authors
Issue Date2003
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13540602.asp
Citation
Teachers And Teaching: Theory And Practice, 2003, v. 9 n. 4, p. 351-375 How to Cite?
AbstractThe paper focuses on teachers' cognitions (their beliefs, feelings, and under standings) about subject matter. The teachers discussed in the paper teach English to secondary students in Hong Kong. Their cognitions are all concerned with grammar and grammar pedagogy. Drawing on analyses of quantitative and qualitative data, the paper addresses four questions: 1. Are there associations between particular cognitions about subject matter and specific factors of teacher background? 2. Are there associations between particular cognitions about subject matter and levels of knowledge of subject matter? 3. Are there general patterns in teachers' cognitions about subject matter? 4. Are there patterns of association between teachers' cognitions about subject matter and their perceived pedagogical practice? In relation to the first two questions, survey data from 170 teachers revealed no significant associations between their cognitions about subject matter and such background factors as years of teaching experience and place or subject of first degree. There were, however, interesting patterns of association between the data about the teachers' beliefs and test results indicating those teachers' levels of language proficiency and explicit knowledge of grammar and grammatical terminology. Interviews (supported by classroom observation) were the main source of data relating to the third and fourth questions. Data from 17 teachers revealed patterns of cognitions about subject matter, which appeared to associate with certain pedagogical practices. At the same time, there was considerable variation between individuals. A follow-up paper will examine the uniqueness of the individual teacher's cognitions and of their association with pedagogical practice, using a case-study approach involving classroom data and interview. © 2003 Taylor & Francis Ltd.
Persistent Identifierhttp://hdl.handle.net/10722/85154
ISSN
2015 Impact Factor: 0.752
2015 SCImago Journal Rankings: 1.087
References

 

DC FieldValueLanguage
dc.contributor.authorAndrews, Sen_HK
dc.date.accessioned2010-09-06T09:01:27Z-
dc.date.available2010-09-06T09:01:27Z-
dc.date.issued2003en_HK
dc.identifier.citationTeachers And Teaching: Theory And Practice, 2003, v. 9 n. 4, p. 351-375en_HK
dc.identifier.issn1354-0602en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85154-
dc.description.abstractThe paper focuses on teachers' cognitions (their beliefs, feelings, and under standings) about subject matter. The teachers discussed in the paper teach English to secondary students in Hong Kong. Their cognitions are all concerned with grammar and grammar pedagogy. Drawing on analyses of quantitative and qualitative data, the paper addresses four questions: 1. Are there associations between particular cognitions about subject matter and specific factors of teacher background? 2. Are there associations between particular cognitions about subject matter and levels of knowledge of subject matter? 3. Are there general patterns in teachers' cognitions about subject matter? 4. Are there patterns of association between teachers' cognitions about subject matter and their perceived pedagogical practice? In relation to the first two questions, survey data from 170 teachers revealed no significant associations between their cognitions about subject matter and such background factors as years of teaching experience and place or subject of first degree. There were, however, interesting patterns of association between the data about the teachers' beliefs and test results indicating those teachers' levels of language proficiency and explicit knowledge of grammar and grammatical terminology. Interviews (supported by classroom observation) were the main source of data relating to the third and fourth questions. Data from 17 teachers revealed patterns of cognitions about subject matter, which appeared to associate with certain pedagogical practices. At the same time, there was considerable variation between individuals. A follow-up paper will examine the uniqueness of the individual teacher's cognitions and of their association with pedagogical practice, using a case-study approach involving classroom data and interview. © 2003 Taylor & Francis Ltd.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13540602.aspen_HK
dc.relation.ispartofTeachers and Teaching: Theory and Practiceen_HK
dc.title'Just like instant noodles': L2 teachers and their beliefs about grammar pedagogyen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1354-0602&volume=9&issue=4&spage=351&epage=376&date=2003&atitle=Just+Like+Instant+Noodles+-+L2+Teachers+and+their+Beliefs+about+Grammar+Pedagogyen_HK
dc.identifier.emailAndrews, S: sandrews@hku.hken_HK
dc.identifier.authorityAndrews, S=rp00887en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/1354060032000097253en_HK
dc.identifier.scopuseid_2-s2.0-36248988282en_HK
dc.identifier.hkuros89214en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-36248988282&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume9en_HK
dc.identifier.issue4en_HK
dc.identifier.spage351en_HK
dc.identifier.epage375en_HK
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridAndrews, S=15824930000en_HK

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats