范式转换与EFL教学法：缅甸中学教师EFL教学实践及其认识
发布时间：2021-01-26 01:07
This dissertation presents a study on the current phenomenon of EFL education in Myanmar secondary schools in the context of a paradigm shift.Myanmar was under military rule from 1962 to 2010.Since 2010,it has been becoming a more democratic country.With its political and economic transitions,EFL education in Myanmar has been experiencing paradigm shifts regarding both the domestic education system and the global second language education.In this context,this dissertation reviews EFL paradigm fr...
【文章来源】：东北师范大学吉林省 211工程院校 教育部直属院校
【文章页数】：192 页
【学位级别】：博士
【文章目录】：
Acknowledgements
ABSTRACT
LIST OF ABBREVIATIONS
CHAPTER ONE:INTRODUCTION
1.1 Background of the Study
1.2 Problem Statement and Justification of the Study
1.3 Purpose of the Study
1.4 Research Questions
1.5 Definition of Key Terms
1.6 Significance of the Study
CHAPTER TWO:REVIEW OF LITERATURE
2.1 Understanding EFL Pedagogy from the Perspective of a Paradigm Shift
2.1.1 Ontology
2.1.2 Epistemology
2.1.3 Methodology
2.2 Shifting Paradigms in English Language Teaching Methods
2.2.1 Grammar-translation method
2.2.2 The direct method
2.2.3 The audio-lingual method
2.2.4 Communicative language teaching（CLT）
2.3 A Historical Overview of EFL Teaching in Myanmar in the Shifting Paradigm
2.3.1 British colonial rule（1885-1948）
2.3.2 Post-independence period I:Union of Burma（1948-1962）
2.3.3 Post-independence period II:Socialist Republic of the Union of Burma（1962-1980）
2.3.4 On the wave of democratization:Union of Myanmar（after1981）
2.3.5 Summary
2.4 The current Trend in EFL Pedagogy
2.4.1 EFL education policy in Southeast Asian countries:changes in curriculum and pedagogy
2.4.2.Studies related to teachers’perception and curriculum implementation
2.5 Analytical Framework of the Study
CHAPTER THREE:METHODOLOGY
3.1 Research Design
3.2 Setting
3.3 Sample and Sampling Procedure
3.3.1 Population and sampling schools
3.3.2 Population and sample size of EFL teachers
3.4 Data Collection Method
3.5 Data Collection Procedures
3.6 Validity and Reliability
3.7 Ethical Consideration
3.8 Analysis of Data
CHAPTER FOUR:FINDINGS
4.1 EFL Pedagogies Adopted by Myanmar Secondary School EFL Teachers
4.1.1 The use of English/EMI in class
4.1.2 Class activities and the use of teaching aids
4.1.3 The use of EFL teaching method
4.1.4 Teachers’tolerance of students’errors
4.1.5 The role of Myanmar EFL teachers in their EFL teaching
4.1.6 Myanmar EFL teachers’lesson plans
4.1.7 Teaching procedures and classroom practices
4.1.8 Teaching writing skills
4.2 Teachers’Perceptions of their EFL Pedagogies
4.2.1 Teachers’perceptions of their EFL learning experiences
4.2.1.1 Teachers’perceptions of their secondary school EFL learning experiences
4.2.1.2 Teachers’perceptions of their pre-service training
4.2.1.3 Teachers’perceptions of their in-service training
4.2.2 Teachers’knowledge of their EFL pedagogy
4.2.2.1 Teachers’knowledge of the language policy
4.2.2.2 Teachers’perceptions of curriculum and Grade10 textbook
4.2.2.3 Teachers’perceptions of the assessment system
4.2.3 Teachers’perceptions of their students’EFL learning
4.2.3.1 Students’language proficiency level
4.2.3.2 Students’interests and motivation
4.2.4 Teachers’perceptions of support for EFL pedagogy
4.3 Interpretation of Teachers’Perceptions and their Practices of EFL Pedagogies from the Perspective of a Paradigm Shift
4.3.1 EFL pedagogy of Myanmar from a methodological perspective
4.3.2 EFL pedagogy of Myanmar from an epistemological perspective
4.3.3 EFL pedagogy of Myanmar from an ontological perspective
4.4 Summary
CHAPTER FIVE:CONCLUSION
5.1 Discussion of the Findings
5.1.1.EFL pedagogies in Myanmar secondary schools
5.1.2 Teachers’perceptions of their EFL pedagogies
5.1.3 Interpretation of teachers’perceptions and their practices of EFL pedagogies from the perspective of a paradigm shift
5.2 Implications
5.3 Limitations and Recommendations
Bibliography
APPENDIX A
APPENDIX B
APPENDIX C
APPENDIX D
APPENDIX E
APPENDIX F
APPENDIX G
APPENDIX H
APPENDIX I
附件
本文编号：3000211
【文章来源】：东北师范大学吉林省 211工程院校 教育部直属院校
【文章页数】：192 页
【学位级别】：博士
【文章目录】：
Acknowledgements
ABSTRACT
LIST OF ABBREVIATIONS
CHAPTER ONE:INTRODUCTION
1.1 Background of the Study
1.2 Problem Statement and Justification of the Study
1.3 Purpose of the Study
1.4 Research Questions
1.5 Definition of Key Terms
1.6 Significance of the Study
CHAPTER TWO:REVIEW OF LITERATURE
2.1 Understanding EFL Pedagogy from the Perspective of a Paradigm Shift
2.1.1 Ontology
2.1.2 Epistemology
2.1.3 Methodology
2.2 Shifting Paradigms in English Language Teaching Methods
2.2.1 Grammar-translation method
2.2.2 The direct method
2.2.3 The audio-lingual method
2.2.4 Communicative language teaching（CLT）
2.3 A Historical Overview of EFL Teaching in Myanmar in the Shifting Paradigm
2.3.1 British colonial rule（1885-1948）
2.3.2 Post-independence period I:Union of Burma（1948-1962）
2.3.3 Post-independence period II:Socialist Republic of the Union of Burma（1962-1980）
2.3.4 On the wave of democratization:Union of Myanmar（after1981）
2.3.5 Summary
2.4 The current Trend in EFL Pedagogy
2.4.1 EFL education policy in Southeast Asian countries:changes in curriculum and pedagogy
2.4.2.Studies related to teachers’perception and curriculum implementation
2.5 Analytical Framework of the Study
CHAPTER THREE:METHODOLOGY
3.1 Research Design
3.2 Setting
3.3 Sample and Sampling Procedure
3.3.1 Population and sampling schools
3.3.2 Population and sample size of EFL teachers
3.4 Data Collection Method
3.5 Data Collection Procedures
3.6 Validity and Reliability
3.7 Ethical Consideration
3.8 Analysis of Data
CHAPTER FOUR:FINDINGS
4.1 EFL Pedagogies Adopted by Myanmar Secondary School EFL Teachers
4.1.1 The use of English/EMI in class
4.1.2 Class activities and the use of teaching aids
4.1.3 The use of EFL teaching method
4.1.4 Teachers’tolerance of students’errors
4.1.5 The role of Myanmar EFL teachers in their EFL teaching
4.1.6 Myanmar EFL teachers’lesson plans
4.1.7 Teaching procedures and classroom practices
4.1.8 Teaching writing skills
4.2 Teachers’Perceptions of their EFL Pedagogies
4.2.1 Teachers’perceptions of their EFL learning experiences
4.2.1.1 Teachers’perceptions of their secondary school EFL learning experiences
4.2.1.2 Teachers’perceptions of their pre-service training
4.2.1.3 Teachers’perceptions of their in-service training
4.2.2 Teachers’knowledge of their EFL pedagogy
4.2.2.1 Teachers’knowledge of the language policy
4.2.2.2 Teachers’perceptions of curriculum and Grade10 textbook
4.2.2.3 Teachers’perceptions of the assessment system
4.2.3 Teachers’perceptions of their students’EFL learning
4.2.3.1 Students’language proficiency level
4.2.3.2 Students’interests and motivation
4.2.4 Teachers’perceptions of support for EFL pedagogy
4.3 Interpretation of Teachers’Perceptions and their Practices of EFL Pedagogies from the Perspective of a Paradigm Shift
4.3.1 EFL pedagogy of Myanmar from a methodological perspective
4.3.2 EFL pedagogy of Myanmar from an epistemological perspective
4.3.3 EFL pedagogy of Myanmar from an ontological perspective
4.4 Summary
CHAPTER FIVE:CONCLUSION
5.1 Discussion of the Findings
5.1.1.EFL pedagogies in Myanmar secondary schools
5.1.2 Teachers’perceptions of their EFL pedagogies
5.1.3 Interpretation of teachers’perceptions and their practices of EFL pedagogies from the perspective of a paradigm shift
5.2 Implications
5.3 Limitations and Recommendations
Bibliography
APPENDIX A
APPENDIX B
APPENDIX C
APPENDIX D
APPENDIX E
APPENDIX F
APPENDIX G
APPENDIX H
APPENDIX I
附件
本文编号：3000211
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