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Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 57:1 (2022) ► pp.58–84

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Perceptions of effective foreign language teaching

A comparative study of Chinese

 | Liberty University
 | Liberty University
Published online: 9 June 2022
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https://doi.org/10.1075/csl.21025.xie
Abstract
Differences between teacher and student perceptions of effective language teaching methods can have an immense effect on learning outcomes, and discrepancies between what teachers believe and practice can likewise have a great impact. This study investigated how the perceptions of college instructors and learners on effective Chinese language teaching can be compared. It also explored what consistencies and inconsistencies existed between what teachers believed were effective practices and what they actually practiced. The results displayed several differences between teacher and student perceptions. It was also discovered that most of the teachers taught according to their perceptions of effective teaching. Applying this knowledge implies that teachers should incorporate culture into their teaching, introduce Chinese characters earlier, use communicative teaching methods and a variety of learning activities to ensure a good learning outcome. Instructors should also increase their awareness of their perceptions of effective teaching and attain regular feedback from their students.
摘要
教师和学生对语言教学有效性的看法若存在差距就会影响教学效果。同时，教师的教学理念和教学法不一致也会影响教学的有效性。本研究比较了大学中文教师和学生对有效教学的看法，并比较了教师的教学理念和实际操作的异同。结果显示，学生和老师的看法存在一些分歧，教师的教学理念和教学操作基本一致。根据结果，本文指出文化内涵和汉字教学需要早融入教学中；沟通式教学应该结合更丰富的教学活动来保障教学效果。本文也指出教师需要随时征求学生的反馈，以此提高有效教学理念意识。
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Perception of teachers and students
    • 2.2Teacher beliefs and practices
    • 2.3Teaching Chinese
    • 2.4L2 self
  • 3.Method
    • 3.1Participants
    • 3.2Setting
    • 3.3Procedure
    • 3.4Instrument
    • 3.5Data analysis
  • 4.Results
    • 4.1Research question 1
      • Target language use in and outside of class
      • Culture teaching
      • Authentic materials
      • Error correction
      • Communication or grammar-based
      • Character writing
      • Team work
      • L2 self (motivation)
    • 4.2Research question 2
  • 5.Discussion
    • 5.1Perception of teachers and students
    • 5.2Teacher beliefs and practices
  • 6.Conclusion
  • References
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