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ERIC Number: EJ1079819
Record Type: Journal
Publication Date: 2012
Pages: 8
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1916-4742
Convergence or Divergence? Chinese Novice EFL Teachers' Beliefs about Postmethod and Teaching Practices
Zeng, Zhengping
English Language Teaching, v5 n10 p64-71 2012
Recently, there have been numerous researches focusing on postmethod. Generally, the researches can be divided into three perspectives: a new look at method, theoretical exploration of postmethod, implication for teacher education. Obviously, language researchers tend to focus on the theoretical review on postmethod ignoring the actual use of postmethod in practice. The study was conducted to explore Chinese novice EFL teachers' conceptions and implement of postmethod. The data were collected through lesson observations and interviews. The results reveal that the novice teachers lack the knowledge of postmethod, that they are greatly influenced by examination-oriented education, and that there is a discrepancy between teaching behaviors and teacher beliefs.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China