3,081
Views
27
CrossRef citations to date
0
Altmetric
Articles

Vocabulary learning and teaching beliefs of pre-service and in-service teachers in Hong Kong and mainland China

&
Pages 327-342 | Received 20 Oct 2010, Accepted 30 Mar 2011, Published online: 07 Dec 2011

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (7)

Kwun Man Chiang, Chih-Hao Chang & Icy Lee. (2023) Vocabulary learning strategy instruction in the EFL secondary classroom: an exploratory study. Language Awareness 32:1, pages 94-113.
Read now
Denise Bergström, Cathrine Norberg & Marie Nordlund. (2023) “The Text Comes First” – Principles Guiding EFL Materials Developers’ Vocabulary Content Decisions. Scandinavian Journal of Educational Research 67:1, pages 154-168.
Read now
Denise Bergström, Cathrine Norberg & Marie Nordlund. (2022) Do textbooks support incidental vocabulary learning? – a corpus-based study of Swedish intermediate EFL materials. Education Inquiry 0:0, pages 1-19.
Read now
Denise Bergström, Cathrine Norberg & Marie Nordlund. (2022) “Words are picked up along the way” – Swedish EFL teachers’ conceptualizations of vocabulary knowledge and learning. Language Awareness 31:4, pages 393-409.
Read now
Angela Choi Fung Tam. (2021) Challenges arising from dissonant views about trilingual education in an early childhood context. International Journal of Bilingual Education and Bilingualism 24:7, pages 990-1010.
Read now
Carmen Muñoz. (2014) Exploring young learners’ foreign language learning awareness. Language Awareness 23:1-2, pages 24-40.
Read now

Articles from other publishers (20)

Edsoulla Chung & Linda Fisher. (2022) A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers’ beliefs and practices regarding vocabulary teaching and learning. System 110, pages 102901.
Crossref
Hong Li. (2022) A Multirate Cognitive-Based Approach for Optimal Dynamic Allocation of English Online Teaching Resources and IoT Applications. Wireless Communications and Mobile Computing 2022, pages 1-10.
Crossref
Qiang Sun & Lawrence Jun Zhang. (2022) Understanding Novice and Experienced Teachers’ Cognitions and Practices for Sustainable Teacher Development: The Case of Form-Focused Instruction in English Language Teaching. Sustainability 14:8, pages 4711.
Crossref
Claudia H. Sánchez-Gutiérrez, Pablo Robles-García & Mercedes Pérez Serrano. (2022) L2 Spanish vocabulary teaching in US universities: Instructors’ beliefs and reported practices. Language Teaching Research, pages 136216882210744.
Crossref
Edsoulla Chung. (2022) Effecting Change in Teachers’ Epistemological and Pedagogical Beliefs about Vocabulary Learning and Teaching: The Role of Dialogic Reflection. SAGE Open 12:1, pages 215824402110710.
Crossref
Huan Zhao & Lawrence Jun ZhangHuan Zhao & Lawrence Jun Zhang. 2022. Teaching Writing in English as a Foreign Language. Teaching Writing in English as a Foreign Language 47 70 .
Yuying Liu & Wei Ren. (2021) Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices. Language Teaching Research, pages 136216882110442.
Crossref
Bin Zhang. (2021) Tyler, Andrea, Lihong Huang & Hana Jan (Hrsg.). 2018. What is Applied Cognitive Linguistics. Answers from Current SLA Research. Berlin: de Gruyter. 307 S., € 112,95, ISBN: 9783110569711. . Zeitschrift für Angewandte Linguistik 2021:74, pages 123-132.
Crossref
Pelin Irgin. 2021. Design Solutions for Adaptive Hypermedia Listening Software. Design Solutions for Adaptive Hypermedia Listening Software 199 220 .
Aleksandra Wach & Fuensanta Monroy. (2019) Beliefs about L1 use in teaching English: A comparative study of Polish and Spanish teacher-trainees. Language Teaching Research 24:6, pages 855-873.
Crossref
Lori Xingzhen Gao & Lawrence Jun Zhang. (2020) Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19. Frontiers in Psychology 11.
Crossref
Masatoshi Sato & Juan Carlos Oyanedel. (2019) “I think that is a better way to teach but …”: EFL teachers’ conflicting beliefs about grammar teaching. System 84, pages 110-122.
Crossref
Edsoulla Chung. (2018) Revisiting Second Language Vocabulary Teaching: Insights from Hong Kong In-Service Teachers. The Asia-Pacific Education Researcher 27:6, pages 499-508.
Crossref
Yan Li, Kristen A. Archbell, Amanda Bullock, Yingjie Wang & Robert J. Coplan. (2018) Chinese pre-service teachers' beliefs about hypothetical children's social withdrawal and aggression: Comparisons across years of teacher education. Teaching and Teacher Education 71, pages 366-375.
Crossref
Mohammad Mohammadi & Khaled Moradi. (2017) Exploring Change in EFL Teachers’ Perceptions of Professional Development. Journal of Teacher Education for Sustainability 19:1, pages 22-42.
Crossref
Jing Zhao, R. Malatesha Joshi, L. Quentin Dixon & Si Chen. (2017) Contribution of phonological, morphological and orthographic awareness to English word spelling: A comparison of EL1 and EFL models. Contemporary Educational Psychology 49, pages 185-194.
Crossref
Jing Zhao, R. Malatesha Joshi, L. Quentin Dixon & Liyan Huang. (2015) Chinese EFL teachers’ knowledge of basic language constructs and their self-perceived teaching abilities. Annals of Dyslexia 66:1, pages 127-146.
Crossref
Muhammad Rahimi & Lawrence Jun Zhang. (2015) Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication. System 55, pages 111-122.
Crossref
Suzanne Graham, Denise Santos & Ellie Francis-Brophy. (2014) Teacher beliefs about listening in a foreign language. Teaching and Teacher Education 40, pages 44-60.
Crossref
Qing Ma. (2013) Matching vocabulary learning process with learning outcome in L2 academic writing: An exploratory case study. Linguistics and Education 24:2, pages 237-246.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.