There has been a large body of literature exploring issues related to teachers’ beliefs. However， there is a paucity of empirical research on beliefs of teachers who teach Chinese to speakers of other languages (TCSOL)， especially of those who were born and educated in China but are working in different contexts， where Chinese is not taught as a first language. With the fast growth in the number of learners of Chinese worldwide， TCSOL teachers have to respond to multilingual classes within different academic cultures. As such， TCSOL teachers’ beliefs about teaching methodology in different non-Chinese contexts should call for researchers’ attention. This research， therefore， fills the gap by investigating TCSOL teachers’ beliefs about teaching Standard Chinese in China， a native target-language context， and in New Zealand， a non-native target-language context. The main aim was to discover the common beliefs these teachers held about teaching methodology and the factors influencing their beliefs.
Four TCSOL teachers working in China and New Zealand were invited to participate in this cross-case study. Narrative inquiry and thematic analysis were used for processing the data. This research has explored the four teachers’ content-specific beliefs and self efficacy beliefs about teaching methodology， and has discussed some factors that have impacts on their beliefs， such as teachers’ identities， expectations， cultural influences， and Maslow’s seven layers of human beings’ needs. This research has also summarised how these influential factors work together on teachers’ present beliefs and practices.
These research findings are expected to provide empirical evidence for TCSOL teacher educators， especially for those who are working or planning to work in different first language contexts.
The other component of Mao’s self-efficacy beliefs was his outcome expectation， which referred to whether or not he believed his teaching goals were worth achieving (Bandura， 1977). Accordingly， the following three aspects revealed Mao’s outcome expectations.
First， Mao strongly advocated that students needed to become accustomed to the target-language context thoroughly both inside and outside classrooms， which might be hard for them in the first few weeks. This outcome expectation was reinforced by his learning experience in Japan (mastery/performance experience). Therefore， in his own class， to help students live up to this outcome expectation， Mao adhered to using Standard Chinese， students’ target language， as his classroom language. His students’ language proficiency improved dramatically indeed within the 12 weeks， and some students even could communicate in Standard Chinese with Chinese friends via some internet software.
The second outcome expectation was that he firmly believed students could attain self-directed study. To meet this expectation， he acted as students’ student and encouraged the students to instruct the knowledge to be taught and share their understandings with each other; he also required students to accumulate vocabulary by category， outside the classroom. After the 12-weeks practices， it was clear in the third observed class that his students were accustomed to looking up dictionaries autonomously.
Mao’s third outcome expectation was that he encouraged students to notice word selection， which is essential in communication (based on his mastery/performance experiences). Therefore， in his class， he spent the most time on the errors of word selection (see Table 5.3). The sharp decrease in students’ errors of word selection met his expectation in Week 12， the last week of that semester (see Table 5.3 and Figure 5.1).
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