英语作为外语教师的信念与教材适应实践:一个潜在特征分析

IF 3.6 2区文学 Q1 LINGUISTICS

Relc Journal Pub Date : 2022-12-25 DOI:10.1177/00336882221143184

H. Zhang, W. Liu, Huiqin Li

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引用次数: 0

摘要

本研究报告了英语作为外语教师对教材的信念及其适应概况;它还揭示了区分概况的人口统计学特征。对3654名中国英语作为外语教师的问卷调查结果进行分析，采用隐型分析、描述性统计和scheff s方法。结果表明，学生对教材的适应性表现为高活性、中等活性、低活性和加删型。四种类型的教师在职称、行政职务、所教学生类型、参与教材编写和教材使用培训等方面的分布存在显著差异。老师们倾向于把教材当作资源而不是剧本。

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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English-as-a-Foreign-Language Teachers’ Beliefs and Coursebook Adaptation Practices: A Latent Profile Analysis

This study reports on English-as-a-foreign-language teachers’ beliefs about coursebooks and their adaptation profiles; it also unveils the demographic characteristics that differentiate the profiles. Responses from 3654 Chinese English-as-a-foreign-language teachers were analyzed using Latent Profile Analysis, descriptive statistics and Scheffé's method. Results indicate four distinct coursebook adaptation profiles: Highly Active, Moderately Active, Lowly Active and Adding-Deleting-Oriented. The four profiles differed significantly in the distribution of teachers by professional titles, administrative posts, types of students they teach, and participation in coursebook writing and coursebook use training. The teachers tended to regard coursebooks as resources rather than scripts.

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来源期刊

Relc Journal LINGUISTICS-

CiteScore

8.10

自引率

10.00%

发文量

期刊介绍： The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.