摘要
This article aims to verify whether contextual theories affect TESOL teachers in Chinese local classrooms via observing three different English teachers’classroom behaviors by using qualitative method.The findings indicate that three major aspects usually affect English teachers:(1)The teacher’s education context affects their TESOL classroom contexts;(2)The institution’s requirements affect the teacher’s classroom contexts;(3)The spirit of quality-oriented education from the New National Stan dards for English influences the classroom contexts,which have proved the context theories.
This article aims to verify whether contextual theories affect TESOL teachers in Chinese local classrooms via observing three different English teachers’classroom behaviors by using qualitative method. The findings indicate that three major aspects usually affect English teachers:(1) The teacher’s education context affects their TESOL classroom contexts;(2) The institution’s requirements affect the teacher’s classroom contexts; (3) The spirit of quality-oriented education from the New National Stan-dards for English influences the classroom contexts, which have proved the context theories.
出处
《海外英语》
2013年第22期54-58,83,共6页
Overseas English
基金
2012年度阜阳师范学院基础教育研究专项课题"中小学英语教师专业发展新路径研究"(项目编号:2012JCJY07)阶段性研究成果