期刊名称：International Review of Social Sciences and Humanities
印刷版ISSN：2250-0715
电子版ISSN：2248-9010
出版年度：2012
卷号：3
期号：1
页码：117-134
出版社：International Review of Social Sciences and Humanities
摘要：This paper concerns the evaluation on China’s secondary school English as a foreign language (EFL) teachers’ roles from the perspective of mediation. To address the proposed research question, a methodological triangulation (i.e., observations and interviews) is employed for data collection regarding teachers’ mediative performance. Based on the findings, a conclusion is drawn that most EFL teachers in China’s secondary schools are unable to mediate students’ learning due to the misconception of mediation and the fact that most EFL learners sit passively in class receiving knowledge from the teacher rather than communicating effectively in the language. A teacher’s correct knowledge of mediation plus his/her competence to overcome situational constraints might bring about the successful execution of the mediator role.
