Table of Contents

Chapter 1: Introduction
1.1 Background and Aims of the Study
1.2 Significance of the Study
1.3 Rationale for the Study
1.4 Organisation of the Book

Chapter 2: Literature Review – Part I
2.1 Traditional Language Teaching and Learning in China
2.2 Modern Language Teaching and Learning Methods in China
2.3 Research on TCSOL Outside China
2.4 Summary

Chapter 3: Literature Review – Part II
3.1 Teachers’ Content-Specific Beliefs
3.2 Teachers’ Self-Efficacy Beliefs
3.3 Teachers’ Identities and Beliefs
3.4 Teachers’ Expectations and Beliefs
3.5 Psychological Theories and Beliefs
3.6 Cultural Differences and Beliefs
3.7 Main Problems and Issues in Studies on Teachers’ Beliefs and Practices
3.8 Summary

Chapter 4: Methodology and Research Methods
4.1 Philosophical Worldviews
4.2 Qualitative Methodology
4.3 Recruitment of Participants
4.4 Introduction to the Research Context
4.5 Data Collection
4.6 Data Analysis and Interpretation
4.7 Triangulation
4.8 Summary

Chapter 5: Chinese Teacher Case Study – Mao
5.1 Introduction
5.2 L2 Classrooms in Mao’s Eyes (Content-Specific Beliefs)
5.3 Mao’s Attitudes towards Language Accuracy
5.4 Mao’s Roles in the Classroom
5.5 Mao’s Self-Efficacy Beliefs about Teaching Methodology
5.6 Discussion of Mao’s Beliefs
5.7 Summary of Mao’s Case

Chapter 6: Chinese Teacher Case Study – Meng
6.1 Introduction
6.2 L2 Classrooms in Meng’s Eyes
6.3 Meng’s Attitudes towards Language Accuracy
6.4 Meng’s Roles in the Classroom
6.5 Meng’s Self-Efficacy Beliefs about Teaching Methodology
6.6 Discussion of Meng’s Beliefs
6.7 Summary of Meng’s Case

Chapter 7: New Zealand Teacher Case Study – Nian
7.1 Introduction
7.2 L2 Classrooms in Nian’s Eyes
7.3 Nian’s Attitudes towards Language Accuracy
7.4 Nian’s Roles in the Classroom
7.5 Nian’s Self-Efficacy Beliefs about Teaching Methodology
7.6 Discussion of Nian’s Beliefs
7.7 Summary of Nian’s Case

Chapter 8: New Zealand Teacher Case Study – Ning
8.1 Introduction
8.2 L2 Classrooms in Ning’s Eyes
8.3 Ning’s Attitudes towards Language Accuracy
8.4 Ning’s Roles in the Classroom
8.5 Ning’s Self-Efficacy Beliefs about Teaching Methodology
8.6 Discussion of Ning’s Beliefs
8.7 Summary of Ning’s Case

Chapter 9: Overall Discussion
9.1 Introduction
9.2 Cross-Case Analysis – Re-examination of Research Questions 1 and 2
9.3 Cross-Case Discussion – Re-examination of Research Question 3
9.4 Integrated Influence of Relevant Factors on Teachers’ Beliefs
9.5 Summary

Chapter 10: Conclusions
10.1 Summary of Main Findings
10.2 Theoretical Contributions
10.3 Methodological Contributions
10.4 Implications for Pedagogy
10.5 Limitations of the Study
10.6 Suggestions for Future Research

References