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Teachers' strategies in using teaching and learning resources to facilitate students' English language learning : a focus in West Sumatran primary schools, Indonesia

机译：教师利用教学资源促进学生英语学习的策略：印度尼西亚西苏门答腊小学的重点

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摘要

This study examined Indonesian teachers' strategies for using Englishudteaching and learning resources in the context of English as a foreign languageanudelective subject-as taught in West Sumatran primary schools. The strategiesudreflected the important role of teachers in facilitating young students' Englishudlanguage learning. This study was considered against a background of criticaludconcerns about teachers' competence, applicability of current teaching methods,udand appropriateness of materials used for teaching English, which were central touddebates in the context of the 1994 national curriculum system.ududTo identify teachers' strategies, teachers' views on issues of socio-culture,udcurriculum, and their teaching experience were examined in relation to the waysudin which they managed their classrooms. Their students' participation inudclassroom activities was also examined in relation to the effectiveness of theudteachers' strategies. Examining these resource-use strategies could suggest a moreudcomprehensive framework for understanding teachers' decision making, whichudincorporates contextual factors as well as traditional curriculum and teachingudpractices. It could also enhance primary school English programs.ududStudy data were based on a questionnaire, interviews and classroomudobservation sessions, collected over two school terms from March to Novemberud2001, in private and public primary schools in the city of Padang and surroundingudcities in West Sumatra province, Indonesia. Of the 147 teachers who responded toudthe questionnaire, 14 also participated in a number of interviews and classroomudobservations.ududThe study results indicated that teachers' strategies in teaching English andudtheir use of teaching and learning resources to facilitate students' English languageudlearning reflected the significance of particular aspects of socio-culture,udcurriculum, and teachers' teaching experiences. The importance of socio-cultureudwas indicated through the teachers' consideration of the students' backgrounds, theudcontextual background, and their own background. Several curriculumudcomponents were emphasised within their teaching. Teachers' teachingudexperiences were reflected in their application to their resource use of theirudknowledge of and familiarity with the aspects identified. These aspects wereudreflected in the ways in which teachers managed classroom teaching and learningudactivities, as indicated through certain types of teacher talk, classroom interaction,udand classroom organisation.ududThe influence of these aspects was also indicated in students' responses toudteachers' classroom management. Students' responses reflected their languageuddevelopment and acquisition process, their personalities in classroom interaction,udand their learning strategies; and provided insights into how classroom activitiesudand English teaching and learning resources were effectively managed.
机译：这项研究考察了西印度苏门答腊小学教授的印尼教师在英语作为外语选修科目的情况下使用英语教学和学习资源的策略。该策略未反映教师在促进年轻学生英语语言学习中的重要作用。在1994年国家课程体系的背景下，对教师能力，当前教学方法的适用性，英语教学所用材料的适当性和批判性的批评/担忧是至关重要的。 ud为了确定教师的策略，结合他们对课堂的管理方式，研究了教师对社会文化，课程和他们的教学经验的看法。他们的学生参加 udclassroom活动也被检查与教师策略的有效性有关。检查这些资源使用策略可能会建议一个更全面的框架来理解教师的决策，该框架结合了上下文因素以及传统的课程和教学实践。 ud ud研究数据基于问卷调查，访谈和课堂虚假观察课程，这些课程是从3月至11月 ud2001的两个学期在巴东市的公立和公立小学收集的和印度尼西亚西苏门答腊省的周围城市。在回答问卷的147位教师中，有14位还参加了一些访谈和课堂观察。 ud ud研究结果表明，教师在英语教学中的策略以及他们使用教与学资源来促进学生学习英语 udlearning反映了社会文化， udcurriculum和教师的教学经验的特定方面的重要性。社会文化的重要性通过教师对学生背景，文本背景和自己背景的考虑来表明。他们的教学中强调了几个课程 udcomponents。教师的教学/经验反映在他们对资源的使用，对所识别方面的了解和熟悉中。这些方面通过教师管理课堂教学和活动的方式未得到反映，如通过某些类型的教师谈话，课堂互动， ud和课堂组织所表明。 ud ud这些方面的影响也显示在学生的对老师的课堂管理的回应。学生的反应反映了他们的语言发展和习得过程，课堂互动中的个性，他们的学习策略；并提供了有关如何有效管理课堂活动 udand英语教学资源的见解。

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    Septy Adzanil Prima;

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