| 1,774 | 33 | 147 |
| 下载次数 | 被引频次 | 阅读次数 |
本文从维果茨基的社会文化理论的视角探讨外语教师的语言知识的建构,认为外语教师的语言知识,不论是关于语言的知识、运用语言的知识,还是教学的语言知识都应被视为是从社会环境的经验中产生的。外语教师的教学的语言知识至少应该涉及关于语言的知识,对外语学习过程的理解,以及批判的语言意识等几个方面。这几个方面的知识都与教师原有的生活经历和知识基础相关。外语教师的学习和教学经验决定了其教学的语言知识基础,这就意味着教师的自传应置于外语教师发展中的重要的地位。
Abstract：This paper explores,from the perspective of Vygotsky's sociocultural theory,how foreign language teachers construct their language knowledge.The author argues that foreign language teachers construct their language knowledge,be it knowledge about language or knowledge of language,or linguistic knowledge for teaching,through their experience in the social context.And their linguistic knowledge for teaching at least involves knowledge about language,understanding of language learning process and critical language awareness,which are all related to teachers' previous life experience and knowledge base.Foreign language teachers' learning and teaching experience shapes their linguistic knowledge for teaching,which means greater importance should be attached to their biographies in the foreign language teachers' professional development.
[1][11]Shulman,L.Knowledge and teaching:Foundations of the new reform.Harvard Educational Review.1987(57),1-22.
[2]Elbaz,F..Teacher thinking:A study of practical knowledge.Beckenham,Kent:Croom Helm.1983.
[3]Connelly,F.M.,&Clandinin,D.J..Personal practical knowledge and the modes of knowing:Relevance for teaching and learning.In.E.Eisner(Ed.)Learning and teaching ways of knowing:The eighty-fourth yearbook of the National Society for the Study of Education.Chicago:University of Chi-cago Press.1985:174-198.
[4]Lortie,D.C.Schoolteacher:A sociological study.Chicago:U-niversity of Chicago Press.1975.
[5]Xu,S.J.&Connelly F.M.Narrative inquiry for teacher edu-cation and development:Focus on English as a foreign language in China Teaching and Teacher Education2009(25),219-227.
[6][23][32]Reeves,J.A sociocultural perspective on ESOL teachers’linguistic knowledge for teaching.Linguistics and Edu-cation.2009(20),109-125.
[7]Freeman,D..The hidden side of the work:Teacher knowledge and learning to teach.Language Teaching.2002(35),1-13.
[8]Johnston,B.,&Goettsch,K.In search of the knowledge base of language teaching:Explanations by experienced teachers.Ca-nadian Modern Language Review.2000(56),437-468.
[9]Tsui,A.B.M..Understanding expertise in teaching:Case studies of ESL teachers.Cambridge,U.K.:Cambridge Uni-versity Press.2003.
[10]Freeman,D.,&Johnson,K.E..Reconceptualizing the knowledge-base of language teacher education.TESOL Quar-terly,1998(32),397-417.
[12]Vygotsky,L.S.Interaction between learning and develop-ment.In M.Cole,V.John-Steiner,S.Scribner,&E.Sou-berman(Eds.)Mind in society.The development of higher psy-chological processes.Cambridge,MA:Harvard University Press.1978:86-91,57.
[13][33]Kozulin,A.Psychological Tools and Mediated Learning In A.Kozulin,B.Gindis,V.S.Ageyev&S.M.Miller(Eds)Vygotsky’s Educational Theory in Cultural Context Cambridge University Press.2003:2,17.
[14]Vygotsky,L.S.Internalization of higher psychological func-tions.In M.Cole,V.John-Steiner,S.Scribner,&E.Sou-berman(Eds.)Mind in society.The development of higher psy-chological processes.Cambridge,MA:Harvard University Press.1978:57.
[15]Bransford,J.D.,Brown,A.L.,&Cocking,R.R.(Eds.)How people learn.Brain,mind,experience,and school.Washington,DC:National Academic Press.2000:11.
[16][18][26][29]Vygotsky,L.S.The development of aca-demic concepts in school aged children.In R.van der Veer&J.Valsiner(Eds.),The Vygotsky reader.Oxford:Blackwell.1994:355-370.
[17]Haenen,J.Schrijnemakers,H.&Stufkens,J Sociocultural Theory and the Practice of Teaching Historical Concepts In A.Kozulin,B.Gindis,V.S.Ageyev&S.M.Miller(Eds)Vy-gotsky’s Educational Theory in Cultural Context Cambridge U-niversity Press.2003:246-266.
[19]Vygotsky,L.S.The genesis of higher mental functions.In J.V.Wertsch(Eds.)The concept of activity in soviet psychology.Armonk,NY:M.E.Sharpe.1981:161.
[20]Miller,S.M.How Literature Discussion Shapes Thinking:ZP-Ds for Teaching/Learning Habits of the Heart and Min In A.Ko-zulin,A.,Gindis,B.Ageyev V.S.&Miller,S.M.(Eds)Vygotsky’s Educational Theory in Cultural Context Cambridge University Press.2003:290.
[21][30][34]Johnson,K.E.The sociocultural turn and its chal-lenges for second language teacher education.TESOL Quarterly,2006(40),235-257.
[22][24][25][31]Lantolf,J.P.,&Johnson,K.E.Exten-ding Firth and Wagner’s(1997)ontological perspective to L2classroom praxis and teacher education.The Modern Language Journal,2007(91),877-892.
[27]Borg,S.Teacher cognition in language teaching:A review of research on what language teachers think,know,believe,and do.Language Teacher,2003(36),81-109.
[28]Gandara,P.,&Maxwell-Jolly,J.Critical issues in develo-ping the teacher corps for English learners.In K.Tellez&H.C.Waxman(Eds.),Preparing quality educators for English language learners:Research,policies,and practices.Mahwah,New Jersey:Lawrence Erlbaum.2006:108.
[35]Osborn,T.A..Teaching world languages for social justice:A sourcebook of principles and practices.Mahwah,NJ:Lawrence Erlbaum.2006:10.
基本信息:
中图分类号:G645
引用信息:
[1]陆晓红.维果茨基社会文化视角下外语教师语言知识的建构[J].全球教育展望,2012,41(07):26-32+90.