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001447150 001__ 1447150
001447150 003__ OCoLC
001447150 005__ 20230310004104.0
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001447150 019__ $$a1323251575
001447150 020__ $$a9783030999919$$q(electronic bk.)
001447150 020__ $$a3030999912$$q(electronic bk.)
001447150 020__ $$z9783030999902
001447150 020__ $$z3030999904
001447150 0247_ $$a10.1007/978-3-030-99991-9$$2doi
001447150 035__ $$aSP(OCoLC)1322368572
001447150 040__ $$aYDX$$beng$$erda$$epn$$cYDX$$dGW5XE$$dEBLCP$$dOCLCF$$dUKAHL$$dOCLCQ
001447150 049__ $$aISEA
001447150 050_4 $$aPE1404
001447150 08204 $$a808/.042071$$223/eng/20220613
001447150 1001_ $$aZhao, Huan,$$eauthor.
001447150 24510 $$aTeaching writing in English as a foreign language :$$bteachers' cognition formation and reformation /$$cHuan Zhao, Lawrence Jun Zhang.
001447150 264_1 $$aCham :$$bSpringer,$$c[2022]
001447150 264_4 $$c©2022
001447150 300__ $$a1 online resource.
001447150 336__ $$atext$$btxt$$2rdacontent
001447150 337__ $$acomputer$$bc$$2rdamedia
001447150 338__ $$aonline resource$$bcr$$2rdacarrier
001447150 4901_ $$aEnglish language education ;$$vvolume 28
001447150 504__ $$aIncludes bibliographical references.
001447150 5050_ $$aChapter1.Setting the Scene for Researching EFL Writing Teacher Cognition -- Chapter2.Defining Teacher Cognition and the Research Context -- Chapter3.A REview of Studies on Teacher Cognition and Approaching Teacher Cognition from the Perspective of Dialogism -- Chapter4.Patterns and Differences in Teachers' Cognition on EFL Writing -- Chapter5. Individual Teachers' Stories: Teacher Cognition of EFL Writing -- Chapter6.Teacher Cognition Formation and Reformation Processes and Its Relationship to Teaching Practice -- Chapter7.Conclusion.
001447150 506__ $$aAccess limited to authorized users.
001447150 520__ $$aThis book explores teachers cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtins dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers cognition formation and re-formation process suggests the highly individual nature of teachers cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively. The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes and the factors contributing to such processes, revealing convergence and divergence of teachers stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively.
001447150 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed June 13, 2022).
001447150 650_0 $$aEnglish language$$xComposition and exercises$$xStudy and teaching.
001447150 650_0 $$aEnglish language$$xStudy and teaching$$xForeign speakers.
001447150 655_0 $$aElectronic books.
001447150 7001_ $$aZhang, Lawrence Jun,$$eauthor.
001447150 77608 $$iPrint version: $$z3030999904$$z9783030999902$$w(OCoLC)1302739458
001447150 830_0 $$aEnglish language education (Springer (Firm)) ;$$vv. 28.
001447150 852__ $$bebk
001447150 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-99991-9$$zOnline Access$$91397441.1
001447150 909CO $$ooai:library.usi.edu:1447150$$pGLOBAL_SET
001447150 980__ $$aBIB
001447150 980__ $$aEBOOK
001447150 982__ $$aEbook
001447150 983__ $$aOnline
001447150 994__ $$a92$$bISE