| 3,042 | 68 | 317 |
| 下载次数 | 被引频次 | 阅读次数 |
本文采用叙事研究方法,从社会文化和符号学理论视角探讨了教师对教材图片资源的使用实践。通过分析叙事框架、个人访谈和有声思维等质性数据后,得出以下结论:(1)教师使用教材图片资源的实践源于吸引学生、课程内容教学和多元素质培养三大动机;(2)教师图片使用策略包括选用、更换、补充和编辑,体现出差异化的能动性;(3)影响教师能动性差异的因素既包括教师教学目标、多模态意识等个体因素,也包括应试等社会文化因素。
Abstract：With the method of narrative inquiry and informed by sociocultural and semiotic theories, this study investigates teachers' practice of using visual resources in textbooks. A content analysis on the data gathered through a narrative frame, individual interviews, and think-aloud shows that:(1) teachers' practice in using textbook-related visuals was mediated by motives to motivate students, content teaching, and developing multiliteracies;(2) the strategies in the teachers' practice include selection, replacement, addition, and editing, with varied levels of agency;(3) the factors shaping teachers' practice include individual factors(e.g., instructional goals, multimodal awareness) and contextual factors(e.g., high-stakes testing culture).
[1] 唐勇华.英语教材图片资源运用的现状及策略研究[J].当代教育理论与实践,2015(3):7-10.
[2][45] Harwood,N.English Language Teaching Materials:Theory and Practice[M].Cambridge:Cambridge University Press,2010:35-40.
[3] Thompson,K.D.Representing Language,Culture,and Language Users in Textbooks:A Critical Approach to Swahili Multiculturalism[J].Modern Language Journal,2013(4):947-964.
[4] 郭燕,徐锦芬.我国大学英语教材使用情况调查研究[J].外语学刊,2013(6):102-108.
[5] 林娟,战菊.“活动”中的英语写作教材评估与使用——来自高校英语教师的声音[J].现代外语,2015(6):790-801.
[6][38] 徐锦芬,范玉梅.大学英语教师使用教材任务的策略与动机[J].现代外语,2017(1):91-101.
[7] 于书林,黄建滨.国内初中英语教材研究述评[J].教育测量与评价,2009(2):27-29.
[8][17] Santos,V.D.O.Can Colors,Voices,and Images Help Learners Acquire the Grammatical Gender of German Nouns?[J] Language Teaching Research,2015(4):473-498.
[9] Nordensv?rd,E.Multimodality:An EFL Textbook Comparison Using Multimodal Discourse Analysis[EB/OL].http://diva-portal.org/smash/get/diva2:395278/FULLTEXT01.pdf,2010-3-8/2018-6-18.
[10] Hill,D.A.The Visual Element in EFL Coursebooks[A].Tomlinson,B.Developing Materials for Language Teaching (2nd ed.)[C].London:Bloomsbury,2013:158-166.
[11] Chen,Y.Exploring Dialogic Engagement with Readers in Multimodal EFL Textbooks in China[J].Visual Communication,2010(9):485-506.
[12] 王容花,江桂英.多模态外语教学:图文资源的整合——以人教版小学英语教材中故事部分为例[J].基础教育,2015(3):84-90.
[13][44] Weninger,C.& Kiss,T.Culture in English as a Foreign Language (EFL) Textbooks:A Semiotic Approach[J].TESOL Quarterly,2013(4):694-716.
[14][48] Vungthong,S.,Djonov,E.& Torr,J.Images as a Resource for Supporting Vocabulary Learning:A Multimodal Analysis of Thai EFL Tablet Apps for Primary School Children[J].TESOL Quarterly,2017(1):31-58.
[15][49] Donaghy,K.& Xerri,D.The Image in ELT:An Introduction[A].Donaghy,K.& Xerri,D.The Image in English Language Teaching[C].Malta:ELT Council,Ministry of Education and Employment,2017:1-13.
[16][18][30] Kress,G.Multimodality:Challenges to Thinking about Language[J].TESOL Quarterly,2000(2):337-340.
[19][25] Jewitt,C.Multimodality and Literacy in School Classrooms[A].Kelly,G.J.,Luke,A.& Green,J.What Counts as Knowledge in Educational Settings:Disciplinary Knowledge,Assessment,and Curriculum[C].Newbury Park,CA:Sage Publications Inc.,2008:241-267.
[20][23][43] Ajayi,L.How Teachers Deploy Multimodal Textbooks to Enhance English Language Learning[J].TESOL Journal,2012(1):16-35.
[21] Halliday,M.A.K.Language as Social Semiotic:The Social Interpretation of Language and Meaning[M].London:Edward Arnold,1978:78-80.
[22][24][26][47] Kress,G.Multimodality:A Social Semiotic Approach to Contemporary Communication[M].London and New York:Routledge,2010:55-58.
[27] Vygotsky,L.Mind in Society:The Development of Higher Psychological Processes[M].Cambridge,MA:Harvard University Press,1978:68-72.
[28] Lantolf,J.P.& Thorne,S.L.Sociocultural Theory and the Genesis of Second Language Development[M].Oxford:Oxford University Press,2006:10-16.
[29] Stein,P.Rethinking Resources in the ESL Classroom:Rethinking Resources:Multimodal Pedagogies in the ESL Classroom[J].TESOL Quarterly,2000(2):333-336.
[31] Grossman,P.L.,Smagorinsky,P.& Valencia,S.Appropriating Tools for Teaching English:A Theoretical Framework for Research on Learning to Teach[J].American Journal of Education,1999(1):1-29.
[32] Riessman,C.K.Narrative Methods for the Human Sciences[M].Thousand Oaks,CA:Sage,2008:66-69.
[33] Barkhuizen,G.Topics,Aims,and Constraints in English Teacher Research:A Chinese Case Study[J].TESOL Quarterly,2009(1):113-125.
[34] Tsui,A.B.M.Complexities of Identity Formation:A Narrative Inquiry of an EFL Teacher[J].TESOL Quarterly,2007(4):657-680.
[35] Xu,Y.Becoming Researchers:A Narrative Study of Chinese University EFL Teachers' Research Practice and Their Professional Identity Construction[J].Language Teaching Research,2014(2):242-259.
[36][37][50] Barkhuizen,G.& Wette,R.Narrative Frames for Investigating the Experiences of Language Teachers[J].System,2008(3):372-387.
[39][46] Guerrettaz,A.M.& Johnston,B.Materials in the Classroom Ecology[J].Modern Language Journal,2013(3):779-796.
[40][41] Miles,M.& Huberman,A.Qualitative Data Analysis:An Expanded Sourcebook (2nd ed.)[M].Thousand Oaks,CA:Sage Publications,1994:70-75.
[42] Hafner,C.A.Remix Culture and English Language Teaching:The Expression of Learner Voice in Digital Multimodal Compositions[J].TESOL Quarterly,2015(3):486-509.
基本信息:
中图分类号:G633.41
引用信息:
[1]蒋联江,何琛,赵以.教师使用教材图片资源的叙事研究[J].全球教育展望,2020,49(04):68-84.
基金信息:
福建省教育科学“十三五”规划课题“英语教师多模态教学资源应用现状及策略研究”(项目编号:FJJKCG18-143)的阶段性研究成果
2020-04-10
2020-04-10