CONVERGENCES AND DIVERGENCES BETWEEN AN EFL TEACHER’S BELIEFS AND CLASSROOM PRACTICES IN TEACHING SPEAKING

Nabila Hasri Ainun, F. Yusuf
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Abstract

Revealing teachers’ beliefs about teaching in EFL speaking contexts may help better teaching practice. This research was conducted to investigate a teacher’s belief about teaching speaking focusing on convergences and discrepancies between the beliefs and the practices in the classroom. Grounded in a qualitative case study with interviews and classroom observations, an experienced English teacher with more than 10 years of teaching speaking in English participated in the study. The results of the study indicated that the teacher paid more attention to fluency and gave practical speaking tips when the students encountered communication breakdowns. Further, the teacher generally practiced her belief in the classroom, even though she encountered some discrepancies. It was due to some students’ factors including students’ language proficiency and their affective factors. Therefore, it is essential for EFL teachers to systematically and regularly monitor the relations between their beliefs and practices through reflective practices in order to improve their everyday practice of teaching speaking in particular. It is further suggested that teachers get engaged in some reflective practices to bridge their beliefs and teaching practices and find out how the reflection can benefit their beliefs and instructional decisions. 
一名英语教师在口语教学中的信念与课堂实践之间的异同
揭示教师在 EFL 口语情境中的教学信念有助于更好地开展教学实践。本研究旨在调查一位教师的口语教学信念,重点关注课堂教学信念与实践之间的一致性和差异性。本研究以定性案例研究为基础,通过访谈和课堂观察,让一位从事英语口语教学超过 10 年的资深英语教师参与研究。研究结果表明,该教师在课堂上更注重口语的流畅性,并在学生遇到交流障碍时给予实用的口语提示。此外,该教师在课堂上普遍践行了自己的信念,尽管会遇到一些偏差。这是由于一些学生因素造成的,包括学生的语言水平和情感因素。因此,EFL 教师有必要通过反思性实践,系统地、定期地监测自己的信念与实践之间的关系,以改进日常的口语教学实践,特别是口语教学实践。此外,还建议教师参与一些反思性实践,在信念和教学实践之间架起一座桥梁,并找出反思如何有益于他们的信念和教学决策。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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