From Conflict to Negotiation and Accommodation： Development of an EFL Teacher＇s Concept of Classroom Goals  

作　　者：YANG Hua 

机构地区：[1]Beijing Foreign Studies University

出　　处：《Chinese Journal of Applied Linguistics》2012年第4期436-451,共16页中国应用语言学（英文）

摘　　要：This study, as part of my action research, describes how I as an EFL university teacher arrived at a new concept of classroom goals through a process of conflict, negotiation, and accommodation with my students in a high-stakes exam classroom culture. Data was collected as one part of a collaborative action research project in my Chinese university during 100 hours of lessons over 17 weeks. Reflective journals both from me and my students, audio/ visual-recorded lessons and lesson artifacts were collected and analyzed to present how I adapted my classroom goal orientation under the joint impact of students＇ feedback, my diagnostic judgment of students＇ need and insistence on my own teaching values. This scenario demonstrates how a teacher＇s new concept was formed in her professional development. It argues that a teacher＇s classroom goal orientation can be influenced by, rather than shape, her students＇ orientation in certain classroom cultures; and a teacher＇s development lies in the process where even theoretically-justified and previous-experience-verified concepts have to be in dialog with their new everyday reality.本文作为教师研究,描述了作者在课堂目标上与学生从冲突到协商到和解的过程,最终达到了对课堂目标新概念的形成。数据来源于为期 17 周的大学英语课堂教学,包括教师和学生日志、课堂录像、录音以及学生作业、随堂测试等材料。本文描述了教师如何在学生反馈、教师对学生判断及教师自身价值观念的合力下不断调整自己课堂目标倾向的过程,说明了教师的课堂目标在一定课堂环境下是受学生影响的 ;教师的发展体现在其科学概念与新的日常概念进行对话的过程当中。

关 键 词：EFL classroom classroom goal teacher development 

分 类 号：H0[语言文字—语言学]