Teacher Beliefs And Classroom Discourse

Teacher beliefs,a complex system,have been investigated more and more frequently in EFL classrooms.Many empirical studies have confirmed their effects on teaching behavior and language learning of English learners.This study aimed to investigate the relationship between teacher beliefs and their classroom discourse,and to observe their dynamic change in the English reading classroom.This study focused on classroom discourse in the aspects of teacher question and feedback behavior,which is not common in research on teacher beliefs.The natural mode of classroom discourse is beneficial to cultivate transcultural communicating competence of English majors.Hence,this study advised teachers to ask questions and give feedback as the natural mode featured in order to investigate effects of the intervention on classroom discourse and teacher beliefs,which can further provide suggestions for college EFL teaching and teacher training.Based on the three phases divided by the intervention of the natural mode,three research questions were raised:1.Before the intervention,what is the relationship between the teachers' professed beliefs and their classroom discourse during English intensive reading classroom interaction?2.During the intervention,what are the influences of the intervention on teacher question,feedback and teaching exchanges in English intensive reading classroom?3.After the intervention,what are the teachers' perceptions of the intervention and discursive mode in English intensive reading classroom?Three non-native female English teachers and 87 English majors from a university were selected as participants by this study.The three teachers taught freshmen,sophomores and juniors English Intensive Reading respectively.Naturalistic classroom observation and audio-recording were performed in three classrooms.Three semi-structural interviews of teachers were designed based on study purpose and prior relevant empirical studies.The interviews were audio-recorded.Three major findings of this study are as follows:1.Overall,the teachers' professed beliefs in questioning and feedback mainly converged with their classroom discourse before the intervention.Even though some divergence still existed,teacher beliefs and their classroom discourse affected each other,which formed the dynamic relationship.The combination of classroom observation,classroom discourse analysis and interview can contribute to exploration of and reflection on teacher beliefs and their classroom discourse.2.As classroom discourse data indicated,the discursive modes of T1 and T2 were almost changeless and that of T3 had an obvious shift during the intervention.The modes of T1 and T2 seemed changeless but a few tiny changes occurred to their classroom discourse.All the changes mean that discursive mode can be intervened and it is feasible and effective for teachers whose original mode is pedagogic,in particular,to add more features of the natural mode to their classroom discourse in English intensive reading course.3.After the intervention,the natural discursive mode was accepted by the three teachers.They showed that the natural mode was feasible and effective in promoting classroom interaction in English intensive reading course.Even though discursive mode shift might be constrained by context,teacher-related and student-related factors,they would keep trying to make their classroom discourse more natural.The implications of this study are concluded as follows:Firstly,in-service EFL teachers need systematic and professional education or training on teaching methodology and teaching practices to help them reflect on and then develop their teacher beliefs,which can promote classroom interaction.Therefore,teacher training or education programs consisting of classroom discourse,articulation,methodology and discussion or reflection is advocated.In addition,the natural mode should be advocated in English intensive reading course.Secondly,in teacher training or education programs,teachers can be divided into different groups to accept targeted training according to their modes of classroom discourse.It can help teachers improve classroom discourse more effectively,which further promote teacher-student interaction and classroom teaching in English intensive reading.Last but not least,even though teacher beliefs can be influenced by classroom discourse,some obstacles can constrain their classroom discourse,such as teaching environment,teacher-related and student-related factors,so there are some notes of caution for teachers.Teachers should take those factors into consideration seriously.Thus,classroom discourse of teachers can really play its role in developing classroom teaching and teacher beliefs in EFL classrooms.