Teachers'' Beliefs on and Use of Ludic Language in the EFL Class - Finardi, Kyria
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Based on the assumption that to better understand teaching we must comprehend the beliefs held by teachers (Freeman & Richards, 1996), and specifically in the case of language teachers the beliefs about language (Woods, 1993), this research focuses on the relation between the use of and the beliefs on a specific kind of language, namely, ludic language, of two EFL teachers. In order to investigate that, two experienced EFL teachers were observed for a semester, during which field notes were taken and audio-tapes recorded. Episodes of ludic language were identified in the recordings and…mehr

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Produktbeschreibung
Based on the assumption that to better understand teaching we must comprehend the beliefs held by teachers (Freeman & Richards, 1996), and specifically in the case of language teachers the beliefs about language (Woods, 1993), this research focuses on the relation between the use of and the beliefs on a specific kind of language, namely, ludic language, of two EFL teachers. In order to investigate that, two experienced EFL teachers were observed for a semester, during which field notes were taken and audio-tapes recorded. Episodes of ludic language were identified in the recordings and transcribed to be used in the second stage of this study when they were shown to the teachers so as to stimulate their reflection on their action and express some of their beliefs about this kind of language. This study adopted a qualitative, ethnography-oriented paradigm and has an interpretive and descriptive nature. Overall results of the study seem to suggest that teachers' beliefs are more important than other factors (such as theory or empirical evidence)in determining teachers'actions thus the importance of studying the issue further.
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Autorenporträt
Kyria Finardi had been teaching English as a foreign language for over 15 years when she decided to become a student again so as learn how people learn in order to teach. Among the many things she learned is the fact that teachers'' beliefs guide teachers''actions. Therefore one way of improving teachers'' actions is by analyzing teachers'' beliefs.