Descripci�n Buch. Condici�n: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book explores teachers' cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin's dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers' cognition formation and re-formation process suggests the highly individual nature of teachers' cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively.The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes andthe factors contributing to such processes, revealing convergence and divergence of teachers' stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively. 200 pp. Englisch. N� de ref. del art�culo: 9783030999902

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Teaching Writing in English as a Foreign Language

Zhao, Huan|Zhang, Lawrence Jun

Publicado por Springer, Berlin|Springer International Publishing|Springer (2022)

ISBN 10: 3030999904 ISBN 13: 9783030999902

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moluna
(Greven, Alemania)

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Descripci�n Gebunden. Condici�n: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This book explores teachers cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin s d. N� de ref. del art�culo: 571802013

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Teaching Writing in English as a Foreign Language : Teachers� Cognition Formation and Reformation

Lawrence Jun Zhang

Publicado por Springer International Publishing (2022)

ISBN 10: 3030999904 ISBN 13: 9783030999902

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AHA-BUCH GmbH
(Einbeck, Alemania)

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Descripci�n Buch. Condici�n: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book explores teachers' cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin's dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers' cognition formation and re-formation process suggests the highly individual nature of teachers' cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively.The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes andthe factors contributing to such processes, revealing convergence and divergence of teachers' stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively. N� de ref. del art�culo: 9783030999902

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