Integrating language‐and‐culture teaching: an investigation of Spanish teachers' perceptions of the objectives of foreign language education
Integrating language‐and‐culture teaching: an investigation of Spanish teachers' perceptions of the objectives of foreign language education
复制标题
语言与文化的整合教学：西班牙教师对外语教育目标认知的调查
DOI：
10.1080/1467598042000190013
复制
发表时间：
2004
期刊：
影响因子：
--
通讯作者：
María del Carmen Méndez García
中科院分区：
文献类型：
--
作者：
Paloma Castro *;L. Sercu;María del Carmen Méndez García
外语教育理论最近发生了一个引人注目的转变。以前，外语是作为一种语言代码来教授的。然后，这一做法转向在一个国家的社会文化背景下教授这一代码，主要是在这个国家，外语是一种民族语言。最近，教学以一种综合的方式反映了语言和文化，以便使学习者能够在跨文化接触的情况下使用外语。虽然在许多国家，外语教学的国家课程在吸收这种思维转变方面进展缓慢，但最近的课程指南倾向于更明确地关注外语教育的社会文化层面，区分语言和文化教学领域要达到的认知，态度和行为目标。课程指导方针重点的这种变化意味着对外语教师的期望发生了变化。关于教育创新的研究表明，教师对创新的看法在很大程度上决定了创新的成功。本文报道了一项在西班牙中学英语教师中进行的调查，重点是教师在多大程度上支持新的文化和语言教学目标。我们的研究结果表明，教师愿意支持新的目标，但他们的经验冲突时，必须优先考虑语言教学和文化教学目标。
A recent shift has been noticeable in foreign language education theory. Previously, foreign languages were taught as a linguistic code. This then shifted to teaching that code against the sociocultural background of, primarily, one country in which the foreign language is spoken as a national language. More recently, teaching has reflected on language and culture in an integrated way with a view to preparing learners to use the foreign language in intercultural contact situations. Though in many countries national curricula for the teaching of foreign languages have been slow in the uptake of this shift in thinking, recent curricular guidelines tend to focus more explicitly on the sociocultural dimension of foreign language education, distinguishing between cognitive, attitudinal and behavioural objectives to be attained in the area of language‐and‐culture teaching. This change in focus in curricular guidelines entails a change in the expectations voiced towards foreign language teachers. Research on innovation in education has shown that teachers' perceptions of the innovation to a large extent determine the success of that innovation. This paper reports on an investigation among Spanish secondary school EFL teachers, focusing on the extent to which teachers support the new culture‐and‐language teaching objectives. Our findings suggest that teachers are willing to support the new objectives, but that they experience conflicts when having to prioritize language teaching and culture teaching objectives.