The Evolution of Teachers’ Language Awareness
The Evolution of Teachers’ Language Awareness
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教师语言意识的演变
DOI：
10.1080/09658410608668846
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发表时间：
2006
影响因子：
2
通讯作者：
S. Andrews
中科院分区：
文献类型：
--
作者：
S. Andrews
本文着重于教师思维的发展，特别是第二语言教师的学科认知，即他们的教师语言意识（TLA）（见例如安德鲁斯2001年，2003年）。这项研究探讨了三名教师的语法学习能力的发展，他们都是在香港中学任教英语超过10年的毕业生。这三位教师都参加了1996-97年进行的TLA研究（见Andrews，1999 a），当时他们还处于教学的早期，没有接受过专业培训。本研究在2004年再次对这三位教师的任务型语言习得和语法认知进行了调查。本研究的目的是通过追踪研究来了解每位教师的任务语言习得和语法认知的发展过程。在研究的两个阶段，采用了混合方法。这两项研究的数据表明，教师的任务语言习得和语法相关的认知变化很小。他们对语法教学法和显性语法教学的作用的基本信念，以及他们对语法的知识（通过LA测试来衡量）似乎基本上没有变化。三位教师之间的主要区别在于他们与工作环境的互动。
The paper focuses on the development of teacher thinking, specifically L2 teachers’ subject-matter cognitions, i.e. their Teacher Language Awareness (TLA) (see e.g. Andrews 2001, 2003). The study examines the evolving TLA, as it relates to grammar, of three teachers, each a graduate with more than 10 years’ experience of teaching English in Hong Kong secondary schools. All three teachers took part in a previous TLA study conducted in 1996–97 (see Andrews, 1999a), when they were in their early years of teaching and had received no professional training. In the present study, these three teachers’ TLA and cognitions about grammar were investigated once more (in 2004). The aim of this follow-up study was to tell the story of each teacher’s evolving TLA and grammar-related cognitions. In both phases of the research a mixed methods approach was adopted. Data from the two studies suggested that the teachers’ TLA and grammar- related cognitions had altered very little. Their underlying beliefs about grammar pedagogy and the role of explicit grammar teaching, and their knowledge about grammar (as measured by a test of LA) seemed largely unchanged. The main difference between the three teachers was in their interaction with the context in which they worked.