TechnologyThis study presents a conceptual framework for exploring teachers' ontologies of English and investigates how a group of Chinese university teachers of English conceive of, and orient to, the language. Interview data suggest that participants orient to both a monolithic view as well as the 'plurilithic' reality. The data reveal that monolithic ontologies are associated primarily with classroom contexts, whereas plurilithic ontologies are activated when usage is in focus. Particularly significant is teachers' monolithic conception of grammar, compared to plurilithic conceptions of lexis and pronunciation. We propose that usage-based approaches to grammar might offer teachers a way to reconcile their apparently contradictory ontologies and help them challenge the deficit view of learning inherent in the monolithic approach.
Research at York St John (RaY) is an institutional repository. It supports the principles of open access by making the research outputs of the University available in digital form.
Research at York St John (RaY) is an institutional repository. It supports the principles of open access by making the research outputs of the University available in digital form.
Research at York St John (RaY) is an institutional repository. It supports the principles of open access by making the research outputs of the University available in digital form.
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