The research on foreign language （FL） teachers＇ cognition and its development has been attracting attention in the field of applied linguistics. However, the gap between teaching theories and truths, teacher belief...The research on foreign language （FL） teachers＇ cognition and its development has been attracting attention in the field of applied linguistics. However, the gap between teaching theories and truths, teacher beliefs and behaviors can only be annotated by an in-depth investigation of belief determinants （BD） that are shaped by specific educational culture. Based on an investigation of language teacher beliefs, this paper is an annotation of language teacher beliefs in view of educational culture. By using both qualitative and quantitative methods of interviewing forefront teachers and making a literature review, it intends to reveal the dynamic nature of teacher beliefs as the teaching reality in view of the impact and significance of educational culture. It hammers home with the conclusion that the teachers-role-fulfillment in China is based on their real beliefs and loaded with cultural, social, and subject pressure; it is not a lincal impartment from theory to practice, from advocating to implementing, but a selective practice with teachers＇ active cognition and adaptation towards the local educational culture.展开更多
Utilizing arguments imbedded in the pragmatist and hermeneutic traditions, the conclusion emerges that genuinely understanding opposing points of view requires a penetrating and sustained questioning process that find...Utilizing arguments imbedded in the pragmatist and hermeneutic traditions, the conclusion emerges that genuinely understanding opposing points of view requires a penetrating and sustained questioning process that finds relief only when the justificatory background material of the other nibbles at the certainty of one＇s own position. The implications of the edict that one ought to question to hesitation are then explored, namely, that （1） it suggests what kind of questioning is the right kind of qteestioning, （2） it suggests a redefinition of what counts as ＂respect for persons,＂ and （3） it challenges the common assumption that the efficacy of communal inquiry is self-fulfilling and self-regulating, and suggests, by contrast, that facilitators ought to be far more prepared to engage in questioning to hesitation.展开更多
文摘The research on foreign language （FL） teachers＇ cognition and its development has been attracting attention in the field of applied linguistics. However, the gap between teaching theories and truths, teacher beliefs and behaviors can only be annotated by an in-depth investigation of belief determinants （BD） that are shaped by specific educational culture. Based on an investigation of language teacher beliefs, this paper is an annotation of language teacher beliefs in view of educational culture. By using both qualitative and quantitative methods of interviewing forefront teachers and making a literature review, it intends to reveal the dynamic nature of teacher beliefs as the teaching reality in view of the impact and significance of educational culture. It hammers home with the conclusion that the teachers-role-fulfillment in China is based on their real beliefs and loaded with cultural, social, and subject pressure; it is not a lincal impartment from theory to practice, from advocating to implementing, but a selective practice with teachers＇ active cognition and adaptation towards the local educational culture.
文摘Utilizing arguments imbedded in the pragmatist and hermeneutic traditions, the conclusion emerges that genuinely understanding opposing points of view requires a penetrating and sustained questioning process that finds relief only when the justificatory background material of the other nibbles at the certainty of one＇s own position. The implications of the edict that one ought to question to hesitation are then explored, namely, that （1） it suggests what kind of questioning is the right kind of qteestioning, （2） it suggests a redefinition of what counts as ＂respect for persons,＂ and （3） it challenges the common assumption that the efficacy of communal inquiry is self-fulfilling and self-regulating, and suggests, by contrast, that facilitators ought to be far more prepared to engage in questioning to hesitation.
