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Commonalities and Discrepancies in L2 Teachers’ Beliefs and Practices about Vocabulary Pedagogy: A Small Culture Perspective
Article from Journal - ilmiah internasional
TESOL Journal vol. 6 (Jun. 2012)
EFL teaching and learning
teacher pedagogical practices
Commonalities and Discrepancies.pdf
In the past two decades, research has increasingly focused on the relationship between second language (L2) teachers’ beliefs and their pedagogical practices. Relatively few studies, however, have examined teachers’ beliefs and practices about vocabulary instruction, in spite of the central role that vocabulary acquisition plays in L2 learning, and the importance of instruction in fostering learners’ vocabulary development. This paper seeks to redress that balance by reporting on a case study of four Chinese English teachers in the People’s Republic of China, focusing on their beliefs about vocabulary teaching and their pedagogical practices. Semi-structured interviews, classroom observations and stimulated recall were employed to elicit the teachers’ beliefs and to help understand their practices. The teachers expressed similar beliefs relating to such aspects of vocabulary pedagogy as explicit vocabulary instruction, vocabulary instruction and communication, word meaning guessing, and use of Chinese. However, their pedagogical practices in the observed lessons showed both commonalities and differences. Also, some of their expressed beliefs were congruent with their practices, while there was little or no manifestation of others. The findings are discussed in light of the small cultures that potentially mediate the teachers’ beliefs and practices.
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