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A Grounded Theory Approach to Constructing Beginning Mandarin Teachers' Use of the Communicative Language Teaching Approach

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A Grounded Theory Approach to Constructing Beginning Mandarin Teachers' Use of the Communicative Language Teaching Approach Knowledge in practice: A grounded theory approach to constructing beginning Mandarin teachers' use of the Communicative Language Teaching approach Jiadong Liao Bachelor of Arts with Honours in International Business with Communications Studies University of Nottingham, 2009 A thesis submitted in fulfilment of the requirements for the degree of Master of Education (Honours) Research-Oriented School-Engaged Teacher Education Program Centre for Educational Research College of Arts University of Western Sydney Supervisory Panel: Dr. Dacheng Zhao (Principal Supervisor) Dr. Kevin Watson (Associate Supervisor) March, 2011 DECLARATION I declare that except where due acknowledgement has been made this research thesis is my own work and has not been submitted in any form for another degree at any university or other institute of tertiary education. Information derived from the published or unpublished work of others has been acknowledged in the text and a list of references is given. Jiadong LIAO 23 March, 2010 ii ACKNOWLEDGEMENTS Throughout the course of undertaking this postgraduate study, I have received a great deal of benefit of expertise, advice, guidance, encouragement, and support from many people. Without their help I would not be able to produce this thesis. It is to them that I wish to express my gratitude. To my principal supervisor, Dr. Dacheng Zhao, for his significant guidance and encouragement throughout the progressive stages of this work as well as for his great help in my daily life in Australia. To all supervisors in the Research-Oriented School-Engaged Teacher Education (ROSETE) research team, Professor Michael Singh, Associate Professor Wayne Sawyer, Associate Professor Allen White, Dr Kevin Watson, Dr Katrina Zammit, Dr Joanne Orlando, and Dr. Jinghe Han, who are always there helping me to resolve problems in the research process. To all of my peers, who are studying in the ROSETE program at the University of Western Sydney, for their support through the research journey. To all members involved in the program, staff in Ningbo Municipal Education Bureau, the NSW Department of Education and Training, and the University of Western Sydney. Without their important help I would not be able to study and conduct the research in Australia. Finally, great gratitude goes to my family members, for their great support and eternal love. iii CONTENTS DECLARATION ........................................................................................................ ii ACKNOWLEDGEMENTS...................................................................................... iii LIST OF TABLES .................................................................................................. viii LIST OF FIGURES .................................................................................................. ix LIST OF ABBREVIATIONS ................................................................................... x AUTHOR’S PRESENTATIONS ............................................................................. xi ABSTRACT .............................................................................................................. xii CHAPTER ONE ........................................................................................................ 1 Introduction to the study of teachers’ perspectives of CLT................................... 1 1.1 The background of the study .......................................................................... 1 1.2 Research questions ........................................................................................... 3 1.3 Significance of the study .................................................................................. 4 1.4 The intellectual context of the study ............................................................... 5 1.5 The implementation of the grounded theory approach ................................ 8 1.6 Thesis statement ............................................................................................... 9 1.7 Overview of thesis structure ............................................................................ 9 CHAPTER TWO ..................................................................................................... 11 The conceptualisation of CLT and teacher knowledge ......................................... 11 2.1 Introduction .................................................................................................... 11 2.2 The conceptualisation of CLT ....................................................................... 12 2.2.1 The development of various language approaches ................................... 12 2.2.2 Current debate about the CLT approach.................................................... 13 2.2.3 Interpreting a framework of CLT .............................................................. 15 2.2.4 A framework for CLT ................................................................................ 19 2.2.4.1 Approach of CLT ................................................................................ 19 2.2.4.2 Design of CLT .................................................................................... 24 2.2.4.3 Procedure of CLT ............................................................................... 27 2.3 The conceptualisation of teacher knowledge ............................................... 28 2.3.1 Issues in beginning teachers‟ professional development .......................... 30 2.4 Summary of the chapter ................................................................................ 31 iv CHAPTER THREE ................................................................................................. 32 The conceptualisation of grounded theory method .............................................. 32 3.1 Introduction .................................................................................................... 32 3.2 The choice of research methodology ............................................................ 32 3.3 Grounded theory principles .......................................................................... 34 3.4 The theoretical background of the contemporary grounded theory ......... 37 3.4.1 Phenomenological enquiry ........................................................................ 38 3.4.2 Symbolic interactionism............................................................................ 39 3.4.3 Social constructionism .............................................................................. 41 3.4.3.1 The history of the social constructionist philosophy ......................... 43 3.4.3.2 The collapse of analytic philosophy ................................................... 44 3.4.4 Pragmatist epistemology ........................................................................... 47 3.4.4.1 Iterative-circular problem-solving process ........................................ 50 3.5 Research design .............................................................................................. 54 3.5.1 Ethic considerations .................................................................................. 54 3.5.2 Research participants ................................................................................ 55 3.5.2.1 Participant description ........................................................................ 55 3.5.3 Data collection .......................................................................................... 59 3.5.3.1 Semi-structured interviews ................................................................ 59 3.5.3.2 Interview questions ............................................................................ 61 3.5.3.3 Pilot study .......................................................................................... 62 3.5.3.4 Self-reflections ................................................................................... 63 3.5.3.5 Observation ........................................................................................ 65 3.5.4 Data analysis ............................................................................................. 66 3.5.4.1 The analysis of interviews .................................................................. 66 3.5.4.2 The analysis of self-reflections .......................................................... 73 3.5.5 Research validation ................................................................................... 74 3.6 Summary of the chapter ................................................................................ 75 CHAPTER FOUR .................................................................................................... 76 The teacher’s conceptions of CLT .......................................................................... 76 4.1 Introduction .................................................................................................... 76 4.2 Understanding CLT ....................................................................................... 76 4.3 Perceiving CLT............................................................................................... 82 4.3.1 Favouring CLT .......................................................................................... 83 4.3.2 Conflicting with teaching objectives ......................................................... 85 4.3.3 Losing the students .................................................................................... 91 4.3.3.1 Resisting learning
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