This study examines the relationship between discourse intonation （henceforth DI） and teacher cognition. Drawing on the rich literature on the teacher cognition in grammar, this study borrows some relevant insights ...This study examines the relationship between discourse intonation （henceforth DI） and teacher cognition. Drawing on the rich literature on the teacher cognition in grammar, this study borrows some relevant insights for a better understanding of the relationship between teacher cognition and DI. Following a qualitative treatment, the study concludes that instruction on D1 is a dynamic debate fed by both teacher training and teachers＇ experience of teaching and learning in general, which leads into suggesting the need for any teacher training on DI to take into account both DI knowledge as well as teacher core and peripheral belief. The contribution of the study lies in its tapping of a relatively poorly investigated area and offering advances on the many negative or simplistic teacher attitudes regarding intonation instruction as expressed in the literature, as well as in bringing to the surfaces something which teachers sometimes are not explicitly aware of.展开更多
In China, the teaching of culture was stipulated to be very important at the government level in the form of a curriculum in early 2000s. Now although the teachers seem to be fully aware of the significance of culture...In China, the teaching of culture was stipulated to be very important at the government level in the form of a curriculum in early 2000s. Now although the teachers seem to be fully aware of the significance of culture teaching, there are misunderstandings about it. A survey was conducted to find out how the teachers understand and meet the requirements of the curriculums. The results show even the teachers do not understand the objectives of ELT （English Language Teaching） stipulated in the curriculums. They need training and the requirements need clarification, so that the gap between what is expected and what is performed can be bridged.展开更多
文摘This study examines the relationship between discourse intonation （henceforth DI） and teacher cognition. Drawing on the rich literature on the teacher cognition in grammar, this study borrows some relevant insights for a better understanding of the relationship between teacher cognition and DI. Following a qualitative treatment, the study concludes that instruction on D1 is a dynamic debate fed by both teacher training and teachers＇ experience of teaching and learning in general, which leads into suggesting the need for any teacher training on DI to take into account both DI knowledge as well as teacher core and peripheral belief. The contribution of the study lies in its tapping of a relatively poorly investigated area and offering advances on the many negative or simplistic teacher attitudes regarding intonation instruction as expressed in the literature, as well as in bringing to the surfaces something which teachers sometimes are not explicitly aware of.
文摘In China, the teaching of culture was stipulated to be very important at the government level in the form of a curriculum in early 2000s. Now although the teachers seem to be fully aware of the significance of culture teaching, there are misunderstandings about it. A survey was conducted to find out how the teachers understand and meet the requirements of the curriculums. The results show even the teachers do not understand the objectives of ELT （English Language Teaching） stipulated in the curriculums. They need training and the requirements need clarification, so that the gap between what is expected and what is performed can be bridged.
