Studying the motivations of Chinese young EFL learners through metaphor analysis

Jin, Lixian; Liang, Xiaohua; Jiang, Changsheng; Zhang, Jie; Yuan, Yuan; Xie, Qiaorong

doi:10.1093/elt/ccu011

Cited by 29 publications

(30 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This result corresponds with Uztosun (2016) who states that one of the major issues in several countries where English classes were included in primary education years, was that primary schools were lack of suitably qualified teachers, take for example, Croatia and Italy (Enever, 2014), China (Jin, Liang, Jiang, Zhang, Yuan, and Xie, 2014), and Turkey (Gursoy, Korkmaz & Damar, 2013). Efficient and effective of the use of time would be sufficient to upgrade students' English skills.…”

Section: Lack Of Efficient Time and Qualified English Teachers Supporsupporting

confidence: 66%

Untitled

2020

IJIET

View full text Add to dashboard Cite

Teachers and textbooks are two significant successful factors of achieving better standard of education. However, teaching English can be rerified if the teachers only depend on the existing materials without noticing the needs of the students. This study attempted to seek for issues as well solutions in overcoming teachers' difficulties in primary school of SD N 13 Koba, Bangka Regency, Bangka Belitung Province. Two teachers were involved in the study to be interviewed and as the sources of the data. The results of the interview reveal that indeed teachers at this primary school faced issues in teaching English such as their limited knowledge of English, insufficient English teaching times and unprepared more qualified teachers. As for the solution, providing them with lively culturalbased English textbook is one of the ways. As the rule makers, goverments could provide more fees to the teachers and add research funds so that researchers are motivated to conduct better and larger scale of areas and participants.

show abstract

Section: Lack Of Efficient Time and Qualified English Teachers Supporsupporting

confidence: 66%

Untitled

2020

IJIET

View full text Add to dashboard Cite

show abstract

“…Researchers have also studied the motivation of learners through metaphor analysis (Jin et al, 2014). Wan, Low, and Li (2011) used students' and teachers' metaphors to explore how they perceived aspects of learning and teaching and found that metaphor is a powerful cognitive tool in gaining insights into students' and teachers' beliefs.…”

Section: How Metaphors Reflect Perceptions and Beliefsmentioning

confidence: 99%

College EFL Learners’ Metaphorical Perceptions of English Learning

Fang¹

2015

J. AsiaTEFL

View full text Add to dashboard Cite

This article explores college EFL students' metaphorical perceptions of learning English in a minority area in Northwest China. 120 students (30 English majors and 30 non-English majors), participated in the study by completing a prompt "learning English is (like)… because…". Through metaphor analysis, it is hoped to have an insights into how students currently perceive their experiences of learning English and what thinking the students' metaphorical perceptions of learning English may stimulate. 115 metaphors were used for analysis in terms of attitudes towards English, types of metaphors and perceptions revealed through metaphors. It was found that students had a good understanding of English learning. Their metaphors revealed their beliefs about the English learning, about English learning process and about themselves as language learners. They understood that language learning was hard process and that being a successful learner requires a variety of demands such as hard work, perseverance, patience, and a positive attitude. The results of the study may help students in exploring an important aspect of their past, present and even future lives and teachers who work in a similar context in understanding these perceptions and using them to facilitate and foster their students' English learning.

show abstract

“…Therefore, it is essential that teachers are specifically trained to TEYL. The lack of appropriately qualified teachers has become one of the major issues in several countries where English classes have been included in early years of primary education such as Croatia, Netherlands, Italy (Enever, 2014), Mexico (Sayer & Ban, 2014), China (Jin et al, 2014), Greece (Karavas, 2014), Taiwan (Cheng, 2015), and Turkey (Gürsoy, Korkmaz, & Damar, 2013).…”

Section: Introductionmentioning

confidence: 99%

Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Uztosun¹

2016

İlköğretim Online

View full text Add to dashboard Cite

ABSTRACT. This study investigated pre-service and in-service English teachers' efficacy beliefs about teaching English at primary schools in Turkey by revealing the teaching aspects that they felt most and least efficacious. The study also attempted to understand pre-service teachers' views about the effectiveness of pre-service teacher education and explore which major problems in-service teachers encountered while teaching English at primary schools. The quantitative and qualitative data were collected from 170 pre-service and 129 in-service teachers through a questionnaire. The quantitative and qualitative data were analysed using descriptive statistics and content analysis, respectively. According to the findings, both groups held similar positive or negative efficacy beliefs about most teaching aspects: while they reported feeling most efficacious in 'using visual materials', 'giving simple instructions', and 'using gestures, facial expressions and body language effectively', they reported feeling least efficacious in 'using mainly kinaesthetic activities', 'managing class time effectively', and 'knowing how each language skill can be developed'. Pre-service teachers agreed that the 'teaching practicum' was the most ineffective aspect of the programme, followed by 'lack of practice-based courses', 'inadequate number of teaching English to young learners courses', and 'language courses'. In-service teachers reported having problems because of 'limited class hours', 'poor textbooks', 'lack of technological resources', 'lack of learner preparedness', 'lack of learner motivation', and 'large classes'. In the light of these findings, implications were generated to improve the effectiveness of pre-service and in-service teacher education, which could increase the quality of education for English language students at primary schools.

show abstract

Studying the motivations of Chinese young EFL learners through metaphor analysis

Cited by 29 publications

References 2 publications

Untitled

Untitled

College EFL Learners’ Metaphorical Perceptions of English Learning

Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Contact Info

Product

Resources

About