Vocabulary learning and teaching beliefs of pre-service and in-service teachers in Hong Kong and mainland China

Vocabulary learning and teaching beliefs of pre-service and in-service teachers in Hong Kong and mainland China

• Gao, Xuesong Division of English Language Education, Faculty of Education, University of Hong Kong
• Ma, Qing Dept. of English, Hong Kong Institute of Education

Language Awareness, 20(4), 327-342, 2011

London

Routledge

2011

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
    • GAD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching

Teacher Education Second Language Teaching Preservice Teacher Education Student Teacher Attitudes Language Awareness Teacher Attitudes Vocabulary Development Second Language Learning Beliefs English (Second Language) Student Teachers

• Hong Kong
• China

• 1997.7 onwards

• Post-Secondary Education

Language learners and teachers’ cognition in respect of learning and teaching plays a critical role in mediating their actual behaviour and decisions in the process. This study investigates the vocabulary learning and teaching beliefs held by pre-service and in-service teachers in Hong Kong and on the Chinese mainland so that teacher education programmes can better equip teachers with appropriate knowledge concerning the vital task of vocabulary teaching. A mixed approach was adopted in inquiring into the nature of vocabulary learning and teaching beliefs held by these participants. Statistical tests (factor analysis, multi-variate analysis, and Chi-square test) were employed in conjunction with qualitative analysis of the data collected. The analyses revealed variations in the beliefs held by the participants in the two contexts. The identified variations in the beliefs held by pre-service and in-service participants both in Hong Kong and on the Chinese mainland were less significant than those that emerged when comparing Hong Kong participants’ beliefs with those of their mainland Chinese counterparts. The findings are indicative of profound contextual mediation on the participants’ vocabulary teaching and learning beliefs. They also confirm the importance of raising and strengthening language teachers’ strategy and language awareness in teacher development programmes.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09658416.2011.579977]

• English

Journal Articles

• 09658416

• 10.1080/09658416.2011.579977

https://bibliography.lib.eduhk.hk/bibs/ed45e872

2013-11-16