A Reflective Study on English Language Learning and Teaching： A Comparison Between an EFL Teacher and an ELA Teacher  

作　　者：GAO Yang Katherine Batchelor 

机构地区：[1]Kent State University, Kent, OH, USA [2]Miami University, Oxford, OH, USA

出　　处：《US-China Foreign Language》2017年第9期543-553,共11页美中外语（英文版）

摘　　要：In this comparative self-study, two English teachers, one English as a foreign language （EFL） teacher from China and one English language arts （ELA） teacher in the United States, examined their perceptions of English language learning and instruction. Through a set of documents, i.e., reflective teaching journals, written teaching philosophies, and peer interviews and talks, the narrative study explored and revealed the two teachers＇ perceptions of English learning process as a learner, English teaching process as a teacher, and how these experiences informed and affected their doctoral practices. Through their reflections on their examined experiences, the study found that the two teachers both used a theoretical lens of social constructivism to guide their perceptions or beliefs. The paper finally gave suggestions on how to improve English instruction from a sociocultural perspective.

关 键 词：English language learning and teaching MENTORSHIP SELF-STUDY 

分 类 号：H[语言文字]