Earticle

초록

영어

In this study we explored characteristics of Chinese, English as a foreign language (EFL) teachers’ beliefs about reading and teaching reading. Specifically, we investigated the relationship of beliefs between reading and teaching reading. Participants included 96 university EFL teachers who were faculty members from three different universities in a large city in Northeast China. We conducted data collection and analysis in an exploratory design through a survey of 10 open-ended questions modified from the Burke Reading Interview (BRI). We then used a quantitizing method to code all qualitative data and conducted statistical analysis to describe these data. Findings indicated that three theoretical orientations about reading (behaviorism, cognitivism, and constructivism) were matrixed with three different belief systems (dominant, dual, and multiple belief systems). The matrix indicated a complex belief system about reading and teaching reading among these EFL teachers. Within the matrix, relationships among different beliefs were non-linear and unpredictable. In terms of the constructivist theoretical orientation, findings indicated a statistically significant, but weak, association between teacher stated beliefs about reading and stated beliefs about teaching reading. We discussed the findings based on the research questions and provided implications for EFL teachers.

목차

Abstract
Introduction
Literature Review
Language or Reading Teachers’ Beliefs
Theoretical Orientations of Reading
Research Methods
Sample
Methodology
Data Collection and Analysis
Defining Categorical Variables
Findings
Discussion
Implications for EFL Teachers
Conclusion
Authors
References

키워드

저자

• Yang Gao [ San José State University, the United States ]
• William P. Bintz [ Kent State University, the United States ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  The Journal of AsiaTEFL

• 간기

  계간

• pISSN

  1738-3102

• eISSN

  2466-1511

• 수록기간

  2004~2026

• 등재여부

  SCOPUS,KCI 등재

• 십진분류

  KDC 740 DDC 420