The Social Construction of Beliefs in the Language Classroom
The Social Construction of Beliefs in the Language Classroom
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语文课堂信念的社会建构
DOI：
10.1007/978-1-4020-4751-0_9
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
Devon Woods
中科院分区：
文献类型：
--
作者：
Devon Woods
语言学习者和教师的信念以及对他们在语言学习过程中所扮演的角色的分析的概念在关于文学的 SLA 中得到了相当边缘的处理。过去两到三十年的 SLA 研究强调语言习得主要是一种无意识的基因“预编程”过程，以及由此引发的关于 SLA 中语言习得普遍性的争论，但个人对学习的想法和看法几乎没有发挥任何作用。在许多 SLA 教科书中，动机、元认知、学习策略和信仰等方面通常被归入“个体差异”或“非语言影响”的标题下（例如，Archibald & Gass，1994），脱离了该领域的核心追求。直到最近，以 Chaudron (1989) 为代表的第二语言课堂过程研究主要强调与课堂话语的输入和交互属性相关的可观察因素；很少关注教师和学习者的思维、意图和信念等内部因素。
The notion of language learners’ and teachers’ beliefs and analyses of the roles they play in the language learning process has been treated quite peripherally in the SLA on literature. The emphasis in the past two to three decades of research in SLA on language acquisition as primarily an unconscious genetically “pre-programmed” process and the resulting debates about universals of language acquisition in SLA, left little role for individuals’ thoughts and perceptions about their learning. Aspects such as motivation, metacognition, learning strategies and beliefs have typically been lumped under the rubric of “individuals differences” or “non-language influences” in many SLA textbooks (for example, Archibald & Gass, 1994), falling outside the central pursuits of the field. Until recently, research on second language classroom processes, as exemplified by Chaudron (1989), primarily emphasized observables related to the input and interactional properties of classroom discourse; with little focus on internal factors such as teacher and learner thinking, intentions and beliefs.