| This thesis reports a one-year-long ethnographic study on an extensive reading program within a foreign language curriculum innovation project at a Chinese primary school.The present study is part of the Haitong Project,which was a large-scale university-school collaborative project.It was motivated by three research questions:(1)What changes took place in Haitong teachers' cognition?(2)What changes took place in their classroom practices?(3)What is the relationship between the changes in the teachers' cognition and their practices?This study depicted the attributes of teacher cognition and classroom practices at three different phases of the Haitong Project.It drew on informal and formal in-depth interviews,classroom observations,field notes,and teaching journals to collect research data,yielding a preliminary huge data bank.Qualitative data were analysed inductively following a procedure of open-coding and axial coding,generating 70 open codes,9 coded themes,and in turn 5 patterns.The data analysis resulted in the following findings:(1)The project teachers' knowledge about the extensive reading,beliefs on their roles in the program and attitude towards extensive reading have undergone gradual changes while their beliefs on language learning kept stable.(2)Changes also happened to their practices but took more time to emerge than those in cognition,which means that there were some constraints in the context that prevented the teachers from immediately applying their thoughts and ideas to the classroom.(3)Overall consistency between teacher cognition and classroom practices was found at both implementation stages while inconsistency in some smaller aspects were also detected.It is based on the research findings of this study that implications are elaborated on how it can inform extensive reading programs in the Chinese context.And thus suggestions for future studies are given in consideration of the limitations of the study. |
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