Autonomy, agency and identity in foreign language learning and teaching:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Bern [u.a.]
Lang
2013
|
| Schriftenreihe: | Linguistic insights
112 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Einführung/Vorwort Inhaltstext Inhaltsverzeichnis |
| Beschreibung: | 400 S. |
| ISBN: | 9783034303705 |
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Datensatz im Suchindex
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| adam_text |
Jing Huang
Autonomy, Agency and Identity
in Foreign Language Learning
and Teaching
PETER LANG
Bern • Berlin • Bruxelles • Frankfurt am Main • New York • Oxford • Wien
Contents
©
Conventions used in the book 11
Acknowledgements 13
Prefaces 15
1 Introduction 19
1 1 Overview 19
1 2 Relevance of autonomy to the research context 20
1 3 Significance of the study 21
1 4 Research questions 23
1 5 Organization of the book 25
2 Literature Review 27
2 1 Introduction 27
2 2 Autonomy in second/foreign language education 28
221 Learner autonomy 28
222 Learner readiness for autonomy and factors
influencing autonomy 35
223 Teacher autonomy 43
224 Transition from learner to teacher autonomy 46
2 3 Agency 54
231 Dictionary definition 55
232 Defining agency in and beyond language education 56
233 What agency means in the current study 59
234 Learner agendas 60
2 4 Identity 62
241 Defining Identity 62
242 Identity research in the second language context 64
243 Self-identity construction in the foreign
language context 66
2 5 Relationships of agency, identity and autonomy in
language education 69
251 Autonomy and identity entailing agency 70
252 The navigating role of identity for autonomy 71
2 6 Why agency and identity? 73
261 General rationale 73
262 Boundaries between agency and autonomy 74
2 7 Conclusion 76
3 Context and methodology 79
3 1 Introduction 79
3 2 Research context 79
321 LU and FLS 80
322 Students 90
323 Staff 91
324 Head teachers 92
325 The four-year BA TEFL curriculum 93
3 3 Interpretative qualitative research 96
3 4 Researcher position, site entry and ethics 99
3 5 Research credibility, reliability and validity 102
3 6 Data collection and analysis 106
361 Methods and data sources 107
362 Data summary 114
363 Data analysis 116
364 Researcher bias 120
4 Learner experiences and agendas: outlining pathways
towards autonomy 123
4 1 Introduction 123
4 2 The first year in university: Loss, confusion,
and puzzlement 124
4 3 The second year in university: The unforgettable TEM-4 131
4 4 The third and fourth years in university: Making
life choices 137
4 5 The fourth year in university: Struggling through
competing priorities 145
4 6 Chapter summary and conclusion 156
461 Students' experiences and concerns over
the four years 156
462 Dominant themes in EFL and TEFL learning 159
463 Conclusion: Autonomy development over time 165
5 Learner Perspectives on teacher-student role%elationships 167
5 1 Introduction 167
5 2 Teacher roles 168
521T eacher care 169
522 Teacher in class, but friend after class 174
523 Pressure expected from the teacher 177
524 Teachers' specific, definite guidance and timely help 180
525 Head teacher 181
526 University teachers leave the classroom immediately
after class! 184
527 Summary and discussion 187
5 3 Student roles 189
531 Insights from 2002-cohort autobiographies 190
532 Insights from 2003-cohort learning accounts 196
533 Summary and discussion 200
5 4 First-year students' views and attitudes towards teacher
and learner roles 202
541 Pressure and structure expected from the teacher 202
542 University teachers leave the classroom immediately
after class 204
543 Head teachers 205
544 The self' role: Self-study, self-dependence,
and self-initiation 208
545 Summary and discussion 209
5 5 Chapter summary and conclusion 210
6 Learner perspectives on the university learning environment 215
6 1 Introduction 215
6 2 Teachers 217
621 Teachers' behaviours and their work attitudes 217
622 Professional competence and poor teaching 220
623 Foreign teachers: Some are here for fun! 223
624 Counter perspectives 226
625 Summary and discussion 230
6 3 Course assessment 232
6 4 Teaching administration 237
641 Curriculum planning and implementation 237
642 Authoritarian, non-negotiable and undemocratic
administration 242
643 Unfair practice in teacher resources management 246
644 Summary and discussion 248
6 5 Chapter summary and conclusion 250
7 TEFL learning: Stories of student teachers' autonomous
development 253
7 1 Introduction 253
7 2 EFL and TEFL learning in relation to prospective
teacher identity 254
7 3 Extracurricular teaching-learning prior to teaching
practicum (TP) 259
7 4 Personalized teaching in TP 265
741 Teacher image 265
742 Teacher-pupil role relationships 267
743 Goals, theories and approaches 271
744 Summary and discussion 276
7 5 Achievement, satisfaction, responsibility, confidence
and authority in TP 277
751 Meaningful, unforgettable TP 277
752 Achievements and enhanced confidence and sense
of authority 278
753 Career orientation after TP: Promoted willingness
to become a teacher 281
754 Summary and discussion 284
7 6 Impact of previous EFL educational experiences
on teaching 284
761 Previous learning pathways and experiences
of being taught 285
762 Efforts to avoid bad teaching and the
resulting tension 287
763 Summary and discussion 290
7 7 Chapter summary and conclusion 290
771 Extracurricular and curriculum-based
teaching-learning 291
772 Interaction between EFL learning and
TEFL learning 293
©
773 Bringing together concepts: Autonomy, identity,
and agency
774 Concluding remarks
8 Overall discussion
8 1 Introduction
8 2 Contextual, socio-psychological influences and
learner readiness
821 Bringing together factors influencing autonomy
822 Learner readiness vs teacher and institutional
readiness for autonomy
823 Summary: Autonomy and context
8 3 Long-term development of autonomy: Characteristics
and emerging insights
831 Shared characteristics
832 Emerging insights and theoretical assumptions
8 4 Relationships among agency, identity and autonomy
8 5 Summary
9 Contributions, recommendations and conclusions
9 1 Introduction
9 2 Contributions
921 An explanatory framework for the long-term
development of autonomy
922 The role of identity and agency in the long-term
development of autonomy
923 Control as a key construct in understanding autonomy
in the long term
924 Learner perspectives
9 3 Limitations
9 4 Directions for future research,
9 5 Recommendations
9 6 Conclusion
References
Appendices
Appendix 1: Interviews in Fieldwork Trips (FTs) 1-5
FT 3: 19 June-8 July 2006 374
FT 4: 23 December 2006-2 January 2007 378
FT 5: 4 June-16 July 2007 380
Appendix 2: Interview guides, prompts and notes 382
Appendix 2a: Piloting interviews with students
and teachers 382
Appendix 2b: Interviews with 2005-cohort,
first-year students 387
Appendix 2c: BAGP interviews with 2002-cohort,
fourth-year students 388
Appendix 2d: Leave-university interviews with
2002-cohort, fourth-year students 389
Appendix 2e: Interviews with 2003-cohort,
third-year students 391
Appendix 3: Data related to the four sub-groups of research
participants 392
Data related to 2002-cohort, fourth-year students 392
Data related to 2003-cohort students (throughout
third and fourth years) 394
Data related to 2005-cohort, first-year students 395
Data related to teachers 396
Index 399 |
| any_adam_object | 1 |
| author | Huang, Jing |
| author_facet | Huang, Jing |
| author_role | aut |
| author_sort | Huang, Jing |
| author_variant | j h jh |
| building | Verbundindex |
| bvnumber | BV041546649 |
| classification_rvk | ER 300 HD 166 HD 168 |
| ctrlnum | (OCoLC)864658103 (DE-599)DNB1043934561 |
| dewey-full | 428.0071151 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 428 - Standard English usage |
| dewey-raw | 428.0071151 |
| dewey-search | 428.0071151 |
| dewey-sort | 3428.0071151 |
| dewey-tens | 420 - English & Old English (Anglo-Saxon) |
| discipline | Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft |
| format | Book |
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| spellingShingle | Huang, Jing Autonomy, agency and identity in foreign language learning and teaching Linguistic insights Identität (DE-588)4026482-8 gnd Englischunterricht (DE-588)4014801-4 gnd Selbstgesteuertes Lernen (DE-588)4180834-4 gnd Hochschulunterricht (DE-588)4072562-5 gnd |
| subject_GND | (DE-588)4026482-8 (DE-588)4014801-4 (DE-588)4180834-4 (DE-588)4072562-5 (DE-588)4009937-4 |
| title | Autonomy, agency and identity in foreign language learning and teaching |
| title_auth | Autonomy, agency and identity in foreign language learning and teaching |
| title_exact_search | Autonomy, agency and identity in foreign language learning and teaching |
| title_full | Autonomy, agency and identity in foreign language learning and teaching Jing Huang |
| title_fullStr | Autonomy, agency and identity in foreign language learning and teaching Jing Huang |
| title_full_unstemmed | Autonomy, agency and identity in foreign language learning and teaching Jing Huang |
| title_short | Autonomy, agency and identity in foreign language learning and teaching |
| title_sort | autonomy agency and identity in foreign language learning and teaching |
| topic | Identität (DE-588)4026482-8 gnd Englischunterricht (DE-588)4014801-4 gnd Selbstgesteuertes Lernen (DE-588)4180834-4 gnd Hochschulunterricht (DE-588)4072562-5 gnd |
| topic_facet | Identität Englischunterricht Selbstgesteuertes Lernen Hochschulunterricht China |
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