Language ecology is defined as the study of the interactions between any given language and its environment. It is primarily determined by the people who learn it, who use it, and more important than the previous ones...Language ecology is defined as the study of the interactions between any given language and its environment. It is primarily determined by the people who learn it, who use it, and more important than the previous ones by the people who transmit it to the others; that is, language teachers. English language is used as an additional language almost all over the world and an indispensable part of the ecology of this international language is culture. Thus, an ecological perspective demands a particular view of the practice of the culture of English language as situated and localized. Exploring such practice within the diverse contexts of the use of English language should be based on the genesis underpinning English language teachers＇ thoughts and practice. Therefore, the purpose of the present study was to explore Iranian English language teachers＇ attitudes, knowledge, and skills of teaching culture in light of Vygotsky＇s genotypic approach. To do so, semi-structured interviews were conducted with 35 English language teachers in Iran. Their records were analyzed and discussed in terms of four different and interrelated spans, namely phylogenetic, cultural-historic, ontogenetic, and microgenetic. Phylogenetic span focuses on the development of language teachers as natural species and their physical evolution. The cultural historic span concerns the development of language teachers based on social, cultural, and historic bases. Ontogenetic domain investigates the role of language teachers across their human life span. Microgenetic span is related to a set of roles, activities, and interpersonal relations experienced by the developing person in a given setting. The findings of the study have indicated that there is a sharp contrast between Iranian English language teachers＇ attitudes towards teaching culture and their practice in the classroom which is due to the divergence between the their ontogenetic development of culture teaching on one hand and the policies of the English language institutes develop within the cultural historic span on the other hand.展开更多
Although much research has been conducted on the interactions between the career development of foreign language teachers and their contexts around the world,a literature review reveals that there exists scanty resear...Although much research has been conducted on the interactions between the career development of foreign language teachers and their contexts around the world,a literature review reveals that there exists scanty research on the relationship between university Russian language teachers’career development and their contexts in China since 1949.Based on relevant studies on the career development of foreign language teachers and the ecological theory,this paper involves research on the impact that different ecological systems(micro-,meso-,macro-and exo-ones)have played in the career development of Russian language teachers in China.Participants are 10 Chinese Russian teachers of different ages from different universities in different parts of China.Via literature review,narration methods and semi-structured(in-depth)interviews with the help of NVivo,this research finds that Russian language teachers’career development results from multi-faceted interactions of the following contexts:ideology,Russian language educational policies and personal factors as well as college contexts.This paper concludes with some suggestions for improving Russian language teachers’career development in China.展开更多
More and more scholars and researchers at home and abroad have gradually realized that teachers, especially English teachers, hold different attitudes and carry out different behaviors towards students of different ge...More and more scholars and researchers at home and abroad have gradually realized that teachers, especially English teachers, hold different attitudes and carry out different behaviors towards students of different genders during the teaching. There are many factors affecting the teachers＇ prejudiced attitudes and behaviors, such as teachers＇ stereotype, differences between male and female students, gender role expectation, etc. Teachers＇ bias attitudes and behaviors affect students＇ studies and development. Solutions are put forward to decline the influence of the teachers＇ prejudice on students＇ study and development.展开更多
In recent years, scholars and teachers carried out in-depth study around performance pay of compulsory education and teacher mobility and achieved more fruitful results, providing a good theoretical basis for the next...In recent years, scholars and teachers carried out in-depth study around performance pay of compulsory education and teacher mobility and achieved more fruitful results, providing a good theoretical basis for the next step of the researchers. But most of their researches are theoretical analysis, with more in-depth theory but less empirical research on specific measures operability, which also need more and further exploration of scholars.展开更多
This survey study investigates some university English language teachers' attitudes to using Communicative Language Teaching (CLT) and their perceptions of the factors that affect their implementation of this appr...This survey study investigates some university English language teachers' attitudes to using Communicative Language Teaching (CLT) and their perceptions of the factors that affect their implementation of this approach in specific contexts. The study confirms that CLT is strongly favoured by these language teachers who, at the same time, encounter certain contextual constraints for practising CLT effectively. Meanwhile it also provides evidence that some newly emerged conditions have created a supportive environment and are conducive to promoting CLT. The study thus also calls for further research to address the identified constraining factors in this regard.展开更多
文摘Language ecology is defined as the study of the interactions between any given language and its environment. It is primarily determined by the people who learn it, who use it, and more important than the previous ones by the people who transmit it to the others; that is, language teachers. English language is used as an additional language almost all over the world and an indispensable part of the ecology of this international language is culture. Thus, an ecological perspective demands a particular view of the practice of the culture of English language as situated and localized. Exploring such practice within the diverse contexts of the use of English language should be based on the genesis underpinning English language teachers＇ thoughts and practice. Therefore, the purpose of the present study was to explore Iranian English language teachers＇ attitudes, knowledge, and skills of teaching culture in light of Vygotsky＇s genotypic approach. To do so, semi-structured interviews were conducted with 35 English language teachers in Iran. Their records were analyzed and discussed in terms of four different and interrelated spans, namely phylogenetic, cultural-historic, ontogenetic, and microgenetic. Phylogenetic span focuses on the development of language teachers as natural species and their physical evolution. The cultural historic span concerns the development of language teachers based on social, cultural, and historic bases. Ontogenetic domain investigates the role of language teachers across their human life span. Microgenetic span is related to a set of roles, activities, and interpersonal relations experienced by the developing person in a given setting. The findings of the study have indicated that there is a sharp contrast between Iranian English language teachers＇ attitudes towards teaching culture and their practice in the classroom which is due to the divergence between the their ontogenetic development of culture teaching on one hand and the policies of the English language institutes develop within the cultural historic span on the other hand.
文摘Although much research has been conducted on the interactions between the career development of foreign language teachers and their contexts around the world,a literature review reveals that there exists scanty research on the relationship between university Russian language teachers’career development and their contexts in China since 1949.Based on relevant studies on the career development of foreign language teachers and the ecological theory,this paper involves research on the impact that different ecological systems(micro-,meso-,macro-and exo-ones)have played in the career development of Russian language teachers in China.Participants are 10 Chinese Russian teachers of different ages from different universities in different parts of China.Via literature review,narration methods and semi-structured(in-depth)interviews with the help of NVivo,this research finds that Russian language teachers’career development results from multi-faceted interactions of the following contexts:ideology,Russian language educational policies and personal factors as well as college contexts.This paper concludes with some suggestions for improving Russian language teachers’career development in China.
文摘More and more scholars and researchers at home and abroad have gradually realized that teachers, especially English teachers, hold different attitudes and carry out different behaviors towards students of different genders during the teaching. There are many factors affecting the teachers＇ prejudiced attitudes and behaviors, such as teachers＇ stereotype, differences between male and female students, gender role expectation, etc. Teachers＇ bias attitudes and behaviors affect students＇ studies and development. Solutions are put forward to decline the influence of the teachers＇ prejudice on students＇ study and development.
文摘In recent years, scholars and teachers carried out in-depth study around performance pay of compulsory education and teacher mobility and achieved more fruitful results, providing a good theoretical basis for the next step of the researchers. But most of their researches are theoretical analysis, with more in-depth theory but less empirical research on specific measures operability, which also need more and further exploration of scholars.
文摘This survey study investigates some university English language teachers' attitudes to using Communicative Language Teaching (CLT) and their perceptions of the factors that affect their implementation of this approach in specific contexts. The study confirms that CLT is strongly favoured by these language teachers who, at the same time, encounter certain contextual constraints for practising CLT effectively. Meanwhile it also provides evidence that some newly emerged conditions have created a supportive environment and are conducive to promoting CLT. The study thus also calls for further research to address the identified constraining factors in this regard.
