Teachers’ Stated Beliefs About Focus on Form and Their Classroom Practice: A Comparison  

大学英语教师关于“聚焦于形”的信念与教学实践对比实证研究

作　　者：任庆梅[1] 梁文花[1] 寻阳[1] 

机构地区：[1]曲阜师范大学外国语学院

出　　处：《Chinese Journal of Applied Linguistics》2011年第2期83-93,128,共12页中国应用语言学（英文）

摘　　要：According to Noticing Hypothesis, focus on form instruction is in nature an efficient approach to redirecting learner attention during input processing to linguistic elements both within and across utterances. This study examined the relationship between three teachers’ stated beliefs about focus on form and their classroom practice in intermediate EFL classes through classroom observations and interviews. The findings suggest that a tenuous relationship between the teachers’ stated beliefs and classroom practice regarding focus on form, which is implicational to EFL teacher professional development.注意假设理论认为,"聚焦于形"教学本质上就是一种引导学生在语篇层面上注意语言输入信息的有效方式。基于这一观点,本研究采用课堂观察与访谈,研究从事大学英语专业中级水平阶段教学任务的教师关于"聚焦于形"信念与教学实践之间的关系。调查结果表明,教师关于"聚焦于形"的信念与其教学实践之间存在复杂的对应与不对应关系,探究这些复杂关系对促进教师专业发展具有重要启发意义。

关 键 词：focus-on-form instruction teacher beliefs classroom practice EFL teacher professional development 

分 类 号：H319[语言文字—英语]