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ii ACKNOWLEDGEMENTS iv LIST OF FIGURES x LIST OF TABLES xi CHAPTER ONE INTRODUCTION1 1.1 The origins of the research project-problem identification1 1.2 Sociocultural contexts of English language teaching and learning in China 4 1.2.1Educational reform trends of English language teaching in China5 1.2.2The culture of learning influencing English language learning in China 14 1.3 The research aims20 1.4 Overview of the study21 CHAPTER TWO SOCIOCULTURAL LEARNING THEORISING24 2.1 EFL teaching and learning is a social practice25 2.1.1EFL teaching and learning is a collaborative and participative process 27 2.1.2 EFL teaching and learning is a socially mediated process31 2.1.3EFL teaching and learning is scaffolded practices within learners‟ ZPD35 2.1.4 EFL teaching and learning is a situated activity41 vi 2.1.5 EFL teaching and learning is a distributed activity44 2.2 EFL teaching and learning is a cultural practice46 2.3 EFL teaching and learning is a relational practice 51 2.4 EFL teaching and learning is a reconstruction of identity54 2.5 Chapter summary60 CHAPTER THREE TEACHER PROFESSIONAL DEVELOPMENT62 3.1 Teacher professional development 63 3.1.1 The importance and necessity of teacher professional development 64 3.1.2Teacher professional development as bottom-up learning and topdown learning65 3.1.3 Teacher professional development is teacher learning66 3.1.4 Teacher self-study as teacher professional development 68 3.1.5Teacher professional development needs time and teacher commitment72 3.1.6 Teacher professional development is an emotional process72 3.1.7 The requirements for teacher professional development74 3.2 The discourse of change75 3.3 Teacher beliefs79 3.4 Teacher reflection83 3.5 Teacher knowledge90 3.5.1 English language proficiency92 3.5.2 Subject matter knowledge95 vii 3.5.3 Pedagogical content knowledge96 3.6 Chapter summary and research questions105 CHAPTER FOUR RESEARCH METHODOLOGY107 4.1 Research design107 4.2 Interpretive qualitative research paradigm109 4.2.1 In-depth and holistic interpretation of social phenomena109 4.2.2 Dynamic and flexible exploration of social phenomena110 4.2.3 Developing educational theory and benefiting teaching and learning practices112 4.3 Quality in qualitative research113 4.4 Action research methodology115 4.5 Data generation120 4.5.1 Interviews120 4.5.2 Questionnaires124 4.5.3 Classroom observation127 4.5.4 Fieldnotes131 4.6 Data analysis for this research132 4.6.1 Data organizing132 4.6.2 Data linkage establishing133 4.6.3 Data interpreting134 4.6.4 Speculating134 4.7 The participants in this research135 4.7.1 Participants in Phase One135 viii 4.7.2 Participants in Phase Two136 4.7.3 Participants in Phase Three138 4.8 Ethical concerns139 4.8.1 Informed consent139 4.8.2 Privacy and confidentiality140 4.8.3 Ethics in action research141 4.9 Chapter summary142 CHAPTER FIVE PRE-ACTION-RESEARCH DATA144 5.1 English language teaching in China145 5.1.1Teachers' and students' beliefs about English language teaching in China145 5.1.2 The views of students on English language teaching practices of their Chinese teachers161 5.1.3Teachers' awareness of teaching problems and expectations to improve170 5.2 English language teaching in New Zealand172 5.2.1 Pedagogies173 5.2.2 New Zealand teachers' beliefs188 5.2.3 Disadvantages of English language learning in New Zealand189 5.3 Chapter summary191 CHAPTER SIX RESULTS CASE STUDIES194 6.1 Case study I196 6.1.1 Cycle One198 ix 6.1.2Cycle Two212 6.1.3Cycle Three226 6.2 Case study II241 6.2.1 Cycle One244 6.2.2 Cycle Two259 6.2.3Cycle Three274 CHAPTER SEVEN THEORIZING THE APPLICATION OF NEW ZEALAND ENGLISHLANGUAGE TEACHERS' BELIEFS AND PRACTICES IN CHINESE CONTEXTS288 7.1 The role of New Zealand English language teachers' beliefs289 7.2 The role of New Zealand English language teachers' practice306 7.3The factors that influenced the application of New Zealand English language teachers' beliefs and practice317 7.3.1 Socio-cultural contexts for English language teaching and learning in China318 7.3.2 Teaching expertise330 7.4 Chapter summary343 CHAPTER EIGHT CONCLUSION345 8.1 Major findings and implications of the research345 8.1.1 Major findings345 8.1.2 Implications of the research349 8.2 Research constraints and further research357 REFERENCES363 x APPENDICES384 Appendix I384 Appendix II386 Appendix III389 Appendix IV391 Appendix V392 Appendix VI

Teacher Development for English Language Teaching in China: Based on English Language teachers’ beliefs and practices in New Zealand