国际二语教师语言意识研究及发展趋势
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摘要
"教师语言意识"已成为国际应用语言学领域研究的热点话题,但该议题尚未引起国内学者的重视。鉴于此,本文从研究内容、研究对象与方法梳理评析了国际主要语言类和教师发展类核心期刊文献,发现二语教师语言意识研究主要涵盖教师语言意识概念及评价指标、教师语言意识对教师教学实践的影响以及教师语言意识培养等内容;研究对象包括职前教师、在职教师和混合教师群体;研究方法以实证研究为主,具体包括质化、量化和混合研究,其中质性研究比率最大。最后,本文展望了教师语言意识未来研究的发展趋势。
"Teacher language awareness(TLA)"has already become a hot issue in the field of international applied linguistics, but it has not yet attracted the attention of domestic scholars. The present paper reviews TLA-related research literature published in the leading international journals for linguistics and teacher development. With a thorough study of the research contents, subjects and methods, it is found that L2 TLA research mainly covers the concept, evaluation and cultivation of TLA and its impact on teaching practice. The research subjects include pre-service and in-service teachers and mixed groups of teachers, and the research methods are mainly empirical, including qualitative, quantitative and mixed-method research, with qualitative research having the lion's share. The development trends of TLA are also discussed.
"Teacher language awareness(TLA)"has already become a hot issue in the field of international applied linguistics, but it has not yet attracted the attention of domestic scholars. The present paper reviews TLA-related research literature published in the leading international journals for linguistics and teacher development. With a thorough study of the research contents, subjects and methods, it is found that L2 TLA research mainly covers the concept, evaluation and cultivation of TLA and its impact on teaching practice. The research subjects include pre-service and in-service teachers and mixed groups of teachers, and the research methods are mainly empirical, including qualitative, quantitative and mixed-method research, with qualitative research having the lion's share. The development trends of TLA are also discussed.
引文
Alderson,J.C.&R.Hudson.2013.The metalinguistic knowledge of undergraduate students of English language or linguistics.Language Awareness 22(4):320-337.
Andrews,S.1999a.Why do L2 teachers need to‘knowledge about language’?Teacher metalinguistic awareness and input for learning.Language and Education 13(3):161-177.
Andrews,S.1999b.All these like little name things:A comparative study of language teachers’explicit knowledge of grammar and grammar terminology.Language Awareness 8(3):143-159.
Andrews,S.2001.The language awareness of the L2 teacher:Its impact upon pedagogical practice.Language Awareness 10(2):75-90.
Andrews,S.2003.Teacher language awareness and the professional base of the L2 teacher.Language Awareness 12(2):81-95.
Andrews,S.2006.The evolution of teacher language awareness.Language Awareness 15(1):1-19.
Andrews,S.2007a.Researching and developing teacher language awareness.In J.Cummins&C.Davison(eds.).International Handbook of English Language Teaching.Boston:Springer,945-959.
Andrews,S.2007b.Teacher Language Awareness.Cambridge:Cambridge University Press.
Andrews,S.&A.M.-L.Svalberg.2017.Teacher language awareness.In J.Cenoz,D.Gorter&M.Stephen(eds.).Language Awareness and Multilingualism.Switzerland:Springer International Publishing,217-231.
Baecher,L.,T.Farnsworth&A.Ediger.2014.The challenges of planning language objectives in content-based ESL instruction.Language Teaching Research 18(1):118-136.
Berry,R.1997.Teachers'awareness of learners'knowledge:The case of metalinguistic terminology.Language awareness 6(2-3):136-146.
Berry,R.2009.EFL majors'knowledge of metalinguistic terminology:A comparative study.Language Awareness 18(2):113-128.
Borg,S.2001.Self-perception and practice in teaching grammar.ELT Journal 55(1):21-29.
Coniam,D.1997.A practical introduction to corpora in a teacher training language awareness programme.Language Awareness 6(4):199-207.
Coniam.D.2002.Technology as an awareness-raising tool for sensitising teachers to features of stress and rhythm in English.Language Awareness 11(1):30-42.
Fajardo,G.R.&M.E.Torres-Guzmán.2016‘Now I see how my students feel':Expansive learning in a language awareness workshop.Language Awareness 25(3):222-240.
Finkbeiner,C.&J.Schluer.2017.Developing prospective teachers'diagnostic skills through collaborative video analysis:Focus on L2 reading.Language Awareness 26(4):282-303.
García,O.2017.Critical multilingual language awareness and teacher education.In J.Cenoz,D.Gorter&M.Stephen(eds.).Language Awareness and Multilingualism.Switzerland:Springer International Publishing,263-280.
Gie?ler,R.2012.Teacher language awareness and cognitive linguistics(CL):Building a CL-inspired perspective on teaching lexis in EFL student teachers.Language Awareness 21(1-2):113-135.
Harfitt,G.J.2008.Exploiting transcriptions of identical subject content lessons.ELT Journal 62(2):173-181.
Karatepe,?.2001.Pragmalinguistic awareness in EFL teacher training.Language Awareness 10(2-3):178-188.
Lv,Jun(吕筠)&Dong,Xiaoqiu(董晓秋).2010.Pedagogical content knowledge of pre-service teachers of foreign language.Foreign Language Learning Theory and Practice(3):64-70.[2010,职前外语教师学科教学知识研究.《外语教学理论与实践》第3期:64-70.]
Mok,J.2013.A case study of developing student-teachers'language awareness through online discussion forums.Language Awareness 22(2):161-175.
Otwinowska,A.2014.Does multilingualism influence plurilingual awareness of Polish teachers of English?International Journal of Multilingualism 11(1):97-119.
Otwinowska,A.2017.English teachers'language awareness:Away with the monolingual bias?Language Awareness 26(4):304-324.
Sangster,P.,C.Anderson&P.O.Hara.2013.Perceived and actual levels of knowledge about language amongst primary and secondary student teachers:Do they know what they think they know?Language Awareness 22(4):293-319.
Scarvaglieri,C.2017.‘Educational Landscaping’:A method for raising awareness about language and communication.Language Awareness 26(4):325-342.
Shulman,L.S.1999.Foreword.In L.Darling-Hammond&G.Sykes(eds.).Teaching as the Learning Profession:Handbook of Policy and Practice.San Francisco:Jossey-Bass,xi-xiv.
Svalberg,A.M.-L.2015.Understanding the complex processes in developing student teachers'knowledge about grammar.The Modern Language Journal 99(3):529-545.
Thornbury,S.G.1997.About Language:Tasks for Teachers of English.Cambridge:Cambridge University Press.
Tüzel,A.E.B.&S.Akcan.2009.Raising the language awareness of pre-service English teachers in an EFL context.European Journal of Teacher Education 32(3):271-287.
Walsh,S.2006.Developing interactional awareness in the second language classroom through teacher self-evaluation.Language Awareness 60(2):124-142.
Xu,Jinfen(徐锦芬),Wen,Lingling(文灵玲)&Qin,Kaili(秦凯利).2014.A comparative analysis of research on EFL/ESL teacher professional development home and abroad in the 21st century.Foreign Languages and Their Teaching(3):29-35.[2014,21世纪国内外外语/二语教师专业发展研究对比分析.《外语与外语教学》第3期:29-35.]
Zhu,Yonghe(朱涌河).2015.An empirical study on English teachers'language awareness in Chinese EFL teaching context.Foreign Language World(2):70-79.[2015,中国语境下英语教师语言意识实证研究.《外语界》第2期:70-79.]
Andrews,S.1999a.Why do L2 teachers need to‘knowledge about language’?Teacher metalinguistic awareness and input for learning.Language and Education 13(3):161-177.
Andrews,S.1999b.All these like little name things:A comparative study of language teachers’explicit knowledge of grammar and grammar terminology.Language Awareness 8(3):143-159.
Andrews,S.2001.The language awareness of the L2 teacher:Its impact upon pedagogical practice.Language Awareness 10(2):75-90.
Andrews,S.2003.Teacher language awareness and the professional base of the L2 teacher.Language Awareness 12(2):81-95.
Andrews,S.2006.The evolution of teacher language awareness.Language Awareness 15(1):1-19.
Andrews,S.2007a.Researching and developing teacher language awareness.In J.Cummins&C.Davison(eds.).International Handbook of English Language Teaching.Boston:Springer,945-959.
Andrews,S.2007b.Teacher Language Awareness.Cambridge:Cambridge University Press.
Andrews,S.&A.M.-L.Svalberg.2017.Teacher language awareness.In J.Cenoz,D.Gorter&M.Stephen(eds.).Language Awareness and Multilingualism.Switzerland:Springer International Publishing,217-231.
Baecher,L.,T.Farnsworth&A.Ediger.2014.The challenges of planning language objectives in content-based ESL instruction.Language Teaching Research 18(1):118-136.
Berry,R.1997.Teachers'awareness of learners'knowledge:The case of metalinguistic terminology.Language awareness 6(2-3):136-146.
Berry,R.2009.EFL majors'knowledge of metalinguistic terminology:A comparative study.Language Awareness 18(2):113-128.
Borg,S.2001.Self-perception and practice in teaching grammar.ELT Journal 55(1):21-29.
Coniam,D.1997.A practical introduction to corpora in a teacher training language awareness programme.Language Awareness 6(4):199-207.
Coniam.D.2002.Technology as an awareness-raising tool for sensitising teachers to features of stress and rhythm in English.Language Awareness 11(1):30-42.
Fajardo,G.R.&M.E.Torres-Guzmán.2016‘Now I see how my students feel':Expansive learning in a language awareness workshop.Language Awareness 25(3):222-240.
Finkbeiner,C.&J.Schluer.2017.Developing prospective teachers'diagnostic skills through collaborative video analysis:Focus on L2 reading.Language Awareness 26(4):282-303.
García,O.2017.Critical multilingual language awareness and teacher education.In J.Cenoz,D.Gorter&M.Stephen(eds.).Language Awareness and Multilingualism.Switzerland:Springer International Publishing,263-280.
Gie?ler,R.2012.Teacher language awareness and cognitive linguistics(CL):Building a CL-inspired perspective on teaching lexis in EFL student teachers.Language Awareness 21(1-2):113-135.
Harfitt,G.J.2008.Exploiting transcriptions of identical subject content lessons.ELT Journal 62(2):173-181.
Karatepe,?.2001.Pragmalinguistic awareness in EFL teacher training.Language Awareness 10(2-3):178-188.
Lv,Jun(吕筠)&Dong,Xiaoqiu(董晓秋).2010.Pedagogical content knowledge of pre-service teachers of foreign language.Foreign Language Learning Theory and Practice(3):64-70.[2010,职前外语教师学科教学知识研究.《外语教学理论与实践》第3期:64-70.]
Mok,J.2013.A case study of developing student-teachers'language awareness through online discussion forums.Language Awareness 22(2):161-175.
Otwinowska,A.2014.Does multilingualism influence plurilingual awareness of Polish teachers of English?International Journal of Multilingualism 11(1):97-119.
Otwinowska,A.2017.English teachers'language awareness:Away with the monolingual bias?Language Awareness 26(4):304-324.
Sangster,P.,C.Anderson&P.O.Hara.2013.Perceived and actual levels of knowledge about language amongst primary and secondary student teachers:Do they know what they think they know?Language Awareness 22(4):293-319.
Scarvaglieri,C.2017.‘Educational Landscaping’:A method for raising awareness about language and communication.Language Awareness 26(4):325-342.
Shulman,L.S.1999.Foreword.In L.Darling-Hammond&G.Sykes(eds.).Teaching as the Learning Profession:Handbook of Policy and Practice.San Francisco:Jossey-Bass,xi-xiv.
Svalberg,A.M.-L.2015.Understanding the complex processes in developing student teachers'knowledge about grammar.The Modern Language Journal 99(3):529-545.
Thornbury,S.G.1997.About Language:Tasks for Teachers of English.Cambridge:Cambridge University Press.
Tüzel,A.E.B.&S.Akcan.2009.Raising the language awareness of pre-service English teachers in an EFL context.European Journal of Teacher Education 32(3):271-287.
Walsh,S.2006.Developing interactional awareness in the second language classroom through teacher self-evaluation.Language Awareness 60(2):124-142.
Xu,Jinfen(徐锦芬),Wen,Lingling(文灵玲)&Qin,Kaili(秦凯利).2014.A comparative analysis of research on EFL/ESL teacher professional development home and abroad in the 21st century.Foreign Languages and Their Teaching(3):29-35.[2014,21世纪国内外外语/二语教师专业发展研究对比分析.《外语与外语教学》第3期:29-35.]
Zhu,Yonghe(朱涌河).2015.An empirical study on English teachers'language awareness in Chinese EFL teaching context.Foreign Language World(2):70-79.[2015,中国语境下英语教师语言意识实证研究.《外语界》第2期:70-79.]