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首页> 外文期刊>Dyslexia >Exploring Chinese EFL teachers' knowledge and beliefs relating to the teaching of English reading in public primary schools in China
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Exploring Chinese EFL teachers' knowledge and beliefs relating to the teaching of English reading in public primary schools in China

机译：探索中国公共小学英语阅读教学的知识与信仰

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摘要

The present study explored knowledge and beliefs about reading instruction of Chinese teachers teaching English as a foreign language (EFL). Theoretical Orientation to Reading Profile and the Survey of Basic Language Constructs Related to Literacy Acquisition were administered to 262 EFL teachers in the south-eastern part of China. Additionally, three teachers were interviewed, and their instructional practices were observed. The results showed that there was no correlation between teachers' self-efficacy beliefs and the performance on the knowledge of basic language construct survey. However, it was found that teachers' knowledge, beliefs, and instructional practices were mediated by the Chinese EFL contextual factors. Educational and practical implications are discussed.
机译：本研究探索了关于读取英语英语教学指导作为外语（EFL）的知识和信仰。 阅读简介的理论取向和与识字习得相关的基本语言构建调查管理到中国东南部的262名EFL教师。 此外，三位教师接受了采访，并观察到他们的教学实践。 结果表明，教师自我效能信念与基础语言构建调查知识之间没有相关性。 但是，发现教师的知识，信仰和教学实践由中国EFL语境因素调解。 讨论了教育和实践影响。

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