Using Critical Incidents to Investigate the Novice English Teacher Experience With CLT
Using Critical Incidents to Investigate the Novice English Teacher Experience With CLT
复制标题
DOI：
10.20581/arele.25.0_127
复制
发表时间：
2014-03
期刊：
影响因子：
--
通讯作者：
James M. Hall
中科院分区：
文献类型：
--
作者：
James M. Hall
虽然“交际”一词在日本的中学英语课程中很流行，但很少有新手教师知道如何在他们的语境中实践交际语言教学。CLT不是一种具体的教学方法，而是一种包含广泛的语言教与学原则的方法。如何实践取决于使用它的环境。本文将介绍新教师进行CLT时发生的关键事件，以揭示CLT的原则在实践中是什么样的，以及新手教师在进行CLT时可能遇到的问题。关键事件是在课堂上发生的意想不到的事件，这些事件会产生对教学和学习的见解。这些重大事件是由一位初中二年级的英语老师讲述的。
Although the word "communication" is prevalent in the Course of Study fbr secondary school English in Japan, few novice teachers have an idea ofhow commmicative language teaching (CLT) can be practiced in their contexts. CLT is not a concrete teaching method, but rather an approach which consists ofbroad principles about language teaching and leaming. How it is practiced depends on the context where it is employed. This papcr wi11 present critical incidents occurring when a novice teacher conducts CLT to reveal what the principles of CLT look 1ike in practice and issues that noyice teachers might encounter when conducting CLT, Critical incidents are unanticipated events which occur during a lesson that generate insights about teaching and learning. The critical incidents were told by a second year junior high school English teacher.