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This paper reports on a study investigating teachers’ views and beliefs about the relationship between second language (L2) research and practice. Although a gap has been frequently reported between the two, there is little empirical data to show what teachers’ views on this relationship are or how these views and beliefs influence their use of research. A total of 60 teaching English to speakers of other languages (TESOL) teachers in England responded to a questionnaire which sought both qualitative and quantitative data.?Results of the data analysis suggest that although their views on research and its usefulness are positive, teachers are mainly sceptical about the practicality and relevance of L2 research. More importantly, they expect research to originate from rather than end in classrooms and maintain that the prime responsibility of bringing research and practice together is to be shared by teacher training programmes and educational policies of the institutions they work in. Our analysis of the data further implies that there are differences between teachers’ epistemological assumptions and the more established notions of research. 相似文献
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A general, unified and systematic approach is employed to study realization of operational amplifier (OA) based sinusoidal RC-active oscillators. Both single frequency and variable frequency operations are investigated. A set of circuits is found for each case. The sets consist of 12 and 16 circuits respectively. The circuits are canonic, that is, they require the minimum number of active and passive components. For each circuit, the single frequency set requires one OA, two capacitors and four resistors, while the variable frequency set needs one OA, two capacitors and five resistors. Both sets are shown to be complete in that generation of any additional canonic circuit is not possible. Variable frequency oscillators are all single resistor controlled. They are classified into four groups according to the nature of their dependence on the variable resistor. All the circuits are laboratory tested. Experimental results agree closely with the theoretical analysis. Representative test results are included. 相似文献
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Action research is geared to changes for the better and has the potential to assist teachers to extend their teaching skills and develop a deeper understanding of themselves, their classroom and their learners. However, in the area of applied linguistics, the viability of action research has been seriously questioned. In this article, we argue that adopting a complexity‐theory perspective, which requires teachers to be dynamic and complex in their approach, helps in identifying action research as a suitable research tradition for investigating second‐language classrooms and in turn using it widely to invigorate the field of applied linguistics. Our argumentation is supported by the fundamental links between action research and complexity theory as an emerging paradigm in education. Although the case made in this article concerns second‐language classrooms, the conclusions reached may well apply to any classroom that shares some commonalities with second‐language classrooms. 相似文献
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Vahid Mahmoudi-Gahrouei Mansoor Tavakoli Doug Hamman 《Asia Pacific Education Review》2016,17(4):581-597
Professional identity surfaces repeatedly as an important underlying factor in teacher development. A sequential explanatory mixed methods design was used to investigate identity development in terms of teachers’ expected and feared possible selves. Teachers (n = 120) representing three career groups (prospect, new, and experienced) participated. The findings reveal differences in possible selves which are detectable based on career group. New teachers exhibited a greater focus on task self-concepts; prospective teachers expressed both task and quality possible selves; and experienced teachers expressed identities more concerned about the quality-focused ones. Our findings also reveal a potential transition path in professional identity development. 相似文献
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Hijazi AM Tavakoli S Slavin-Spenny OM Lumley MA 《International journal for the advancement of counseling》2011,33(2):101-112
Acculturative stress is a common experience for international students and is associated with psychological and physical problems.
In a previous study (Tavakoli et al. Journal of Counseling Psychology 56:590-596, 2009), the authors reported that two stress reduction interventions—expressive writing (EW) and assertiveness training (AT)—had
limited overall benefits among international students at an American University. The current analyses of data from that study
investigated whether individual differences moderated the effects of EW and AT. Results indicate that greater acculturative
stress at baseline predicted greater improvement from both interventions. Additionally, women benefited more from AT than
EW, except that EW improved women’s physical symptoms. Men benefited more from EW than AT. Students with limited emotional
awareness and expression tended to benefit from both interventions. Finally, nation of origin cultural differences generally
did not predict outcomes. It is concluded that the benefits of EW and AT can be enhanced by targeting these interventions
to specific subgroups of international students. 相似文献
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Despite the significant role of oral presentation in the academic context, many university students evade opportunities for participation due to low self-efficacy. The present study has been conducted to compare oral presentation self-efficacy of English as a Foreign Language (EFL) learners with undergraduates and postgraduates of Non-EFL majors, and to investigate the relationship of this construct with their teaching and prior academic oral presentation experiences as two modes of Bandura’s [(1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press] mastery experience. Extracting the oral presentation sub-skills from the literature, an oral presentation self-efficacy questionnaire with 38 five-Likert scale items was constructed. A two-way between-group ANOVA was run on the responses of a total 48 postgraduates (25 EFL and 23 Non-EFL) and 63 undergraduates (28 EFL and 35 Non-EFL) selected randomly from two of the universities in Iran. The results indicated no difference between EFL and Non-EFL students, whether at undergraduate or postgraduate level, in terms of their oral presentation self-efficacy. Spearman’s correlation coefficient, however, showed a strong positive correlation between the two modes of mastery experience and oral presentation self-efficacy (r?=?.44, n?=?111, P?r?=?.42, n?=?111, P?相似文献
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This paper reviews the findings and wider policy implications of an evaluation of two pilot projects for the inclusion of disabled pupils from special schools into mainstream settings in a single English education authority. These included (a) paired Partnerships between schools, and (b) the use of special school staff and resources in a Support role within mainstream schools. The focus of the schemes was to promote the inclusion of those children with more complex impairments and health conditions not ‘easily’ included in mainstream settings. The research investigated the views and experiences of all stakeholders in the process, including pupils, parents, support staff, health professionals, teachers and senior managers. Although there was shared support for the principle of inclusion, there were significant differences of emphasis and concern among the different groups. In this paper, we review the commonalities and differences in these stakeholder views and highlight six key areas for evaluating process and outcome in the inclusion of disabled children. These findings are analysed within the wider context of UK educational policy and the inclusion literature. The paper concludes that although the pilot schemes under consideration had relatively little impact, they highlight a number of important tensions in the debate over inclusion, competition and managerialism in the British schooling system under the New Labour government. 相似文献
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Mansoor Tavakoli 《Teachers and Teaching》2017,23(6):674-688
This study investigated Iranian high school teachers’ conceptions of effective teaching and examined the relationship of those conceptions to their teaching practices. The authors tried to achieve the purpose through questionnaires, observation, and interview. These teachers identified ‘being student-focused’ and ‘being exam-oriented’ as the most important indicators of effectiveness. ‘Encouraging the students’ involvement in learning,’ ‘being exam-oriented,’ and ‘using the novelty of methods’ were identified as the most common teaching practices. A high consistency between the teachers’ conception of effective teaching and their corresponding teaching practices was observed. Interview and observation confirmed the results of the survey. Implications for teacher professional development, teaching standards, and teacher improvement are discussed. 相似文献
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