01010nam0-22003251i-450-9900011222304033210-262-63170-9000112223FED01000112223(Aleph)000112223FED0100011222320000920d1996----km-y0itay50------baengBrain Processes, Theories, and Modelsan International Conference in honor of W.S. McCulloch 25 years after his deathedited by Roberto Moreno-Diaz and Jose' Mira-MiraCambridgeThe MIT Press1996CiberneticaTeoria dei giochiTeoria degli automiIntelligenza artificiale510.78Moreno-Diaz,Roberto53948Mira-Mira,Jose'ITUNINARICAUNIMARCBK9900011222304033218-31920112FI1FI1Brain Processes, Theories, and Models337007UNINAING0103256nam 22004815 450 991029954510332120240627161855.09789811319631981131963410.1007/978-981-13-1963-1(CKB)4100000006999211(MiAaPQ)EBC5541367(DE-He213)978-981-13-1963-1(EXLCZ)99410000000699921120181005d2018 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierA Study on the Washback Effects of the Test for English Majors (TEM) Implications for Testing and Teaching Reforms /by Qian Xu, Jun Liu1st ed. 2018.Singapore :Springer Nature Singapore :Imprint: Springer,2018.1 online resource (262 pages)9789811319624 9811319626 Chapter One TEM: A High-Stakes Standardized Test in the Chinese Context -- Chapter Two Washback: Definitions and Dimensions -- Chapter Three Theoretical Framework for Washback Studies -- Chapter Four Research Framework for TEM Washback Study -- Chapter Five Stakeholders' Perceptions of TEM and Its Washback -- Chapter Six Classroom Practice and the Washback of TEM -- Chapter Seven Implications for the Reform of Testing and Teaching -- Bibliography -- APPENDIX I -- APPENDIX II -- APPENDIX III.This book adopts a multi-method and multi-phase approach to investigate the washback effects of Test for English Majors (TEM) on program administrators, teachers and students, shedding new light on TEM reform and the reform of English teaching and learning in China. TEM, a nationwide test used to measure the language proficiency of undergraduate English majors in China, is a major standardized test taken by nearly 400,000 students every year. The book’s key features include: an in-depth discussion of the nature of washback and a framework for investigating it; a multi-method and multi-phase approach, employing both the quantitative method of questionnaire surveys and the qualitative methods of interviews and classroom observations; large-scale questionnaire surveys conducted among experts, program administrators, teachers and students, and involving over 30,000 participants; detailed assessments of TEM’s washback effects on stakeholders’ perceptions, classroom teaching practice, students learning activities, etc.; and essential insights into testing and teaching reforms.Language and languagesStudy and teachingEducational tests and measurementsLanguage EducationAssessment and TestingLanguage and languagesStudy and teaching.Educational tests and measurements.Language Education.Assessment and Testing.428.0071051Xu Qianauthttp://id.loc.gov/vocabulary/relators/aut1059469Liu Junauthttp://id.loc.gov/vocabulary/relators/autBOOK9910299545103321A Study on the Washback Effects of the Test for English Majors (TEM)2505947UNINA03042nam 22005535 450 991041829550332120240627164650.09783030471705303047170510.1007/978-3-030-47170-5(CKB)5590000000002269(MiAaPQ)EBC6362065(DE-He213)978-3-030-47170-5(EXLCZ)99559000000000226920200930d2020 u| 0engurnn|008mamaatxtrdacontentcrdamediacrrdacarrierTeaching Reading and Teacher Beliefs A Sociocultural Perspective /by Xinyu Mo1st ed. 2020.Cham :Springer International Publishing :Imprint: Springer,2020.1 online resource (XIX, 189 p. 9 illus.) English Language Education,2213-6975 ;209783030471699 3030471691 Introduction -- ELT and EFL Teachers in Chinese Universities -- A Framework for Analyzing Teacher Beliefs -- Theoretical Beliefs -- Action Beliefs -- Context Beliefs -- Beliefs about Teachers' Roles -- Conclusion.This book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors. Since the 1990s, there has been a renewed interest on teacher beliefs in the domain of language teacher cognition. However, most studies in this area aim at investigating the relationship between particular aspects of teacher beliefs and classroom practices, largely ignoring the complexity of teacher beliefs. This study explores the issue from an alternative perspective by conceptualizing teacher beliefs as a complex, dynamic and multi-faceted system. By adopting five rounds of interview and four classroom observations, the year-long study reveals seven key features of the belief system shared among six participants. It calls for the holistic, complex and insider view to examine teacher beliefs in relation to the sociocultural and historical contexts where the teachers work and live. "An inspiring journey into the complex world of EFL teachers’ beliefs." Michael K. Legutke, Justus Liebig University Giessen.English Language Education,2213-6975 ;20Language and languagesStudy and teachingTeachersTraining ofLanguage EducationLanguage Teaching and LearningTeaching and Teacher EducationLanguage and languagesStudy and teaching.TeachersTraining of.Language Education.Language Teaching and Learning.Teaching and Teacher Education.428.0071051Mo Xinyu934398MiAaPQMiAaPQMiAaPQBOOK9910418295503321Teaching reading and teacher beliefs2104144UNINA