Cargando…

Exploring English for medical purposes (EMP) teacher cognition in the Chinese context

It has been a growing trend in Chinese universities to shift from English for general purposes (EGP) to English for specific purposes (ESP) teaching. Against this background, large groups of teachers previously engaged in teaching EGP have become or are becoming ESP teachers, which means a complex p...

Descripción completa

Detalles Bibliográficos
Autores principales:	Cao, Zhongkai, Zhang, Zaihong, Liu, Ya, Pu, Liping
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2022
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9554299/ https://www.ncbi.nlm.nih.gov/pubmed/36248490 http://dx.doi.org/10.3389/fpsyg.2022.1003739

Ejemplares similares

A comparative analysis of English for academic purposes teachers’ interactive metadiscourse across the British and Chinese contexts
por: Wu, Xinxin, et al.
Publicado: (2022)

The Changing Role of Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform: Teachers’ Understanding of Their New Role
por: Lei, Man, et al.
Publicado: (2022)

Exploring native and non-native English speaker teachers’ perceptions of English teacher qualities and their students’ responses
por: Deng, Liwei, et al.
Publicado: (2023)

Exploring Teacher Reflection in the English as a Foreign Language Context: Testing Factor Structure and Measurement Invariance
por: Xiaojing, Xing, et al.
Publicado: (2022)

English as a foreign language teachers’ professional success in the Chinese context: The effects of well-being and emotion regulation
por: Fan, Jian, et al.
Publicado: (2022)

Cognitive and Affective Learning in English as a Foreign Language/English as a Second Language Instructional-Learning Contexts: Does Teacher Immediacy Matter?
por: Wang, Xiaoyan
Publicado: (2021)

The Relationship Between Teachers' Classroom English Proficiency and Their Teaching Self-Efficacy in an English Medium Instruction Context
por: Wang, Changmi
Publicado: (2021)

Identity Work as Ethical Self-Formation: The Case of Two Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform
por: Jiang, Anne Li
Publicado: (2022)

The Predicative Power of Learner and Teacher Variables on Flow in a Chinese Blended English as a Foreign Language Learning Context
por: Wang, Xin
Publicado: (2022)

The link between English foreign language teacher’s professional identity and their critical thinking that leads to teacher’s success in the Chinese context: Leaders motivational language as a moderator
por: Ding, Fangfang, et al.
Publicado: (2022)

Exploring classroom-based assessment for young EFL learners in the Chinese context: Teachers’ beliefs and practices
por: Yan, Qiaozhen, et al.
Publicado: (2022)

Corrigendum: The link between English foreign language teacher's professional identity and their critical thinking that leads to teacher's success in the Chinese context: Leaders motivational language as a moderator
por: Ding, Fangfang, et al.
Publicado: (2022)

Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking
por: Zhang, Lawrence Jun, et al.
Publicado: (2022)

English learning burnout: Scale validation in the Chinese context
por: Liu, Honggang, et al.
Publicado: (2022)

Cognitive Representation of Spontaneous Motion in a Second Language: An Exploration of Chinese Learners of English
por: Ji, Yinglin
Publicado: (2019)

Chinese English as Foreign Language Teachers’ Self-Efficacy and Motivation as Predictors of Burnout
por: Song, Meiling
Publicado: (2022)

Chinese English as a Foreign Language Teachers’ Wellbeing and Motivation: The Role of Mindfulness
por: Pan, Menglai, et al.
Publicado: (2022)

The Ambivalent Students’ Cognition to Be English Teachers for Young Learners: A Longitudinal Study
por: Astutik, Yuli, et al.
Publicado: (2022)

Teacher Cognition and Practice of Educational Equity in English as a Foreign Language Teaching
por: Chen, Feifei, et al.
Publicado: (2022)

Globally competent teachers: English as a second language teachers’ perceptions on global competence in English lessons
por: Yaccob, Nur Syafiqah, et al.
Publicado: (2022)

Beginning EFL Teachers' Emotional Labor Strategies in the Chinese Context
por: Li, Hanxi, et al.
Publicado: (2021)

Chinese Tertiary-Level English as a Foreign Language Teachers’ Emotional Experience and Expression in Relation to Teacher-Student Interaction
por: Xie, Xinfeng, et al.
Publicado: (2021)

The Predictability of Chinese English as a Foreign Language Students’ Willingness to Communicate Through Teachers’ Immediacy and Teacher–Student Rapport
por: Cai, Manyuan
Publicado: (2021)

Research or teaching? That is the problem: A narrative inquiry into a Chinese college English teacher’s cognitive development in the teaching-research nexus
por: Ni, Hui, et al.
Publicado: (2023)

From a Novice Teacher to a Teacher Leader: An English-As-a-Foreign-Language (EFL) Teacher’s Cognitions About Her Professional Development
por: Gao, Lori Xingzhen, et al.
Publicado: (2022)

Positioning English for specific purposes in an English language teaching context
por: Stojkovic, Nadezda
Publicado: (2018)

Development of Chinese College English Teachers’ Psychological Empowerment Scale: A Validation Study
por: Lei, Pengfei, et al.
Publicado: (2022)

Chinese English as a Foreign Language Teachers’ Immunity and Mindfulness as Predictors of Their Work Engagement
por: Li, Shengji
Publicado: (2022)

Unpacking the Development of Chinese Preservice English as a Foreign Language Teachers’ Professional Knowledge
por: Liu, Liyan, et al.
Publicado: (2022)

Grit and Resilience as Predictors of Creativity Among Chinese English as a Foreign Language Teachers
por: Sun, Jia
Publicado: (2022)

The transformative cognition of English as a Foreign Language student teachers’ personal practical knowledge
por: Xu, Quan, et al.
Publicado: (2023)

Unpacking EFL Teacher Self-Efficacy in Livestream Teaching in the Chinese Context
por: Liu, Honggang, et al.
Publicado: (2021)

Exploring Peacebuilding Strategies to Develop Teacher-Student Interpersonal Relationships in English as a Foreign Language/English as a Second Language Classrooms
por: Fu, Jiangtao
Publicado: (2021)

Chinese English as a Foreign Language Teachers’ Job Satisfaction, Resilience, and Their Psychological Well-Being
por: Han, Wenjing
Publicado: (2022)

“Transparency” of Textbook Activities as Perceived by Chinese Middle School English Teachers With Different Professional Experience
por: Xu, Hao
Publicado: (2021)

English for study purposes : Teacher's guide
por: Smith, Jennifer
Publicado: (1982)

English Teachers’ Conceptualizations of Key Competencies in English Language Teaching and Challenges to Their Implementation
por: Lu, Huashan, et al.
Publicado: (2022)

Refugee Children and English Language: Challenges From English Language Teachers’ Perspectives
por: Alrawashdeh, Haneen Abdaljaleel, et al.
Publicado: (2022)

Exploring teacher wellbeing in educational reforms: a Chinese perspective
por: Ao, Narentuya, et al.
Publicado: (2023)

A Narrative Case Study of Chinese Senior High School English Teachers’ Emotions: An Ecological Perspective
por: Sun, Xiaohui, et al.
Publicado: (2021)

Cannot write session to /tmp/vufind_sessions/sess_q5e6pi7kkj9vf67qrajlmaagmq