Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do
Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do
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语言教学中的教师认知：语言教师所想、所知、所信、所做的研究综述
作者：
S. Borg
本文回顾了外语和第二语言教学领域的一系列研究，探讨了这里所说的教师认知——教师的想法、知识和信念，以及这些心理结构与教师在语言教学课堂上所做的事情之间的关系。在关于教师认知的更普遍的主流教育研究提出的框架内，这里参考三个主题讨论语言教师认知：（1）认知和先前的语言学习经验，（2）认知和教师教育，以及（3）认知和课堂实践。此外，还讨论了语言教学中两个特定课程领域（语法教学和读写能力）的研究结果，这两个领域已通过教师认知进行了检验。这篇综述表明，虽然教师认知研究已被列入语言教学领域的研究议程，为了解语言教师的心理生活提供了宝贵的见解，但工作中缺乏明确的统一意识，语言教学中的一些重大问题有待从教师认知的角度进行探讨。
This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with reference to three main themes: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. In addition, the findings of studies into two specific curricular areas in language teaching which have been examined by teacher cognition – grammar teaching and literacy – are discussed. This review indicates that, while the study of teacher cognition has established itself on the research agenda in the field of language teaching and provided valuable insight into the mental lives of language teachers, a clear sense of unity is lacking in the work and there are several major issues in language teaching which have yet to be explored from the perspective of teacher cognition.