Rethinking language teacher training: steps for making talk-in-interaction research accessible to practitioners
Rethinking language teacher training: steps for making talk-in-interaction research accessible to practitioners
复制标题
重新思考语言教师培训：让从业者能够接触到互动谈话研究的步骤
作者：
Thorsten Huth;Emma Betz;Carmen Taleghani
摘要 本文的目标是通过向实践者提供口语互动研究来提高语言教学质量并改善语言教师培训。对教师认知的研究表明，关于语言的基本信念和假设会影响语言教师培训计划和语言教师在课堂上的优先事项。这种信念往往反映了教师自身的社会化，并以当前二语教学中的管理指南为导向，往往导致对个体说话者的语言产生的关注。相比之下，社会互动主义观点强调语言和互动的共同建构性质。揭示教师的信念及其对所教内容的影响对于实施基于互动能力的教学是必要的。本文提出了促进教师培训、为语言教师进行基于对话分析的互动能力教学做好准备的具体步骤。此类培训包括：(1) 对教师关于语言概念的持续批判性反思；(2) 对在职和在职教师进行微观分析程序方面的基本培训，以分析实际的互动对话；(3) 将口语交流和互动研究转化和转化为教学实践的模型。这些教师培训要素： 提出一种基于经验的、最先进的互动能力 (IC) 观点；为教师提供必要的工具，以便他们能够利用 IC 材料进行有意义的、反思性的工作；并可以补充当前的方法论教科书。
ABSTRACT The goal of this paper is to enhance the quality of language teaching and improve language teacher training by making spoken interaction research accessible to practitioners. Research on teacher cognition has shown that basic beliefs and assumptions about language affect language teacher training programs and language teachers’ priorities in the classroom. Such beliefs tend to reflect teachers’ own socialization and orient to current administrative guidelines in L2 teaching, often resulting in a focus on language production of individual speakers. In contrast, a social-interactionist perspective emphasizes the co-constructed nature of language and interaction. Unpacking teachers’ beliefs and their consequences for what is taught is necessary for implementing interactional competence-based instruction. This paper suggests concrete steps to facilitate teacher training, preparing language teachers for Conversation Analysis-based Interactional Competence instruction. Such training includes, (1) sustained critical reflection of teachers’ conceptions of what language is, (2) basic training of pre- and in-service teachers in micro-analytic procedures that enable the analysis of actual talk-in-interaction, and (3) models for translating and transferring research on spoken communication and interaction into pedagogical practice. These teacher training elements: advance an empirically informed, state-of-the art view on interactional competence (IC); provide teachers with the necessary tools for meaningful, reflexive work with IC materials; and can supplement current methodology textbooks.