As an important dimension of cognitive style, field dependent (FD) and field independent (FI) have been extensively investigated in various aspects of language teaching and learning. It is widely believed that the FDI...As an important dimension of cognitive style, field dependent (FD) and field independent (FI) have been extensively investigated in various aspects of language teaching and learning. It is widely believed that the FDI characteristics can provide important information in contributing to students' success and individualizing educational programs. Based on the previous studies, the present paper aims to make a detailed theoretical survey of FDI and to discuss its implications in English language teaching and learning. It is hoped that the research offers some insight into the theory of FDI and the employment of the theory in the classroom. Some problems and suggestions are also put forward for further consideration.展开更多
Teacher well-being has been shown to play a central role in the quality of teaching and student achievement(Day & Gu, 2009;Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). However,the teaching profe...Teacher well-being has been shown to play a central role in the quality of teaching and student achievement(Day & Gu, 2009;Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). However,the teaching profession is currently in crisis as it faces record rates of burnout and attrition(Borman & Dowling, 2008;Hong, 2010;Lovewell, 2012), including stressors specific to the changing nature of foreign language teaching(Hiver & Dornyei, 2015;Wieczorek, 2016) and to higher education(Kinman & Wray, 2013). This study seeks to understand how language teachers perceive of and experience their emotional well-being and what strategies they employ to manage it. Through a series of 12 in-depth, semi-structured interviews with ESL/EFL tertiary-level teachers in the United States, Japan and Austria, we explore a range of contexts examining how participants perceive of factors that add to or detract from their emotional well-being, the challenges and joys these teachers face in their professional and personal lives, and the most salient emotional regulation strategies that they employ to manage their emotions.展开更多
文摘As an important dimension of cognitive style, field dependent (FD) and field independent (FI) have been extensively investigated in various aspects of language teaching and learning. It is widely believed that the FDI characteristics can provide important information in contributing to students' success and individualizing educational programs. Based on the previous studies, the present paper aims to make a detailed theoretical survey of FDI and to discuss its implications in English language teaching and learning. It is hoped that the research offers some insight into the theory of FDI and the employment of the theory in the classroom. Some problems and suggestions are also put forward for further consideration.
文摘Teacher well-being has been shown to play a central role in the quality of teaching and student achievement(Day & Gu, 2009;Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). However,the teaching profession is currently in crisis as it faces record rates of burnout and attrition(Borman & Dowling, 2008;Hong, 2010;Lovewell, 2012), including stressors specific to the changing nature of foreign language teaching(Hiver & Dornyei, 2015;Wieczorek, 2016) and to higher education(Kinman & Wray, 2013). This study seeks to understand how language teachers perceive of and experience their emotional well-being and what strategies they employ to manage it. Through a series of 12 in-depth, semi-structured interviews with ESL/EFL tertiary-level teachers in the United States, Japan and Austria, we explore a range of contexts examining how participants perceive of factors that add to or detract from their emotional well-being, the challenges and joys these teachers face in their professional and personal lives, and the most salient emotional regulation strategies that they employ to manage their emotions.
