大学英语教师听力教学信念及其与教学实践关系探究  

Investigating college English teachers' beliefs in listening teaching and their relationships with teaching practices

作　　者：高强[1] 刘琳[1] 

机构地区：[1]济南大学外国语学院,山东济南250022

出　　处：《外语界》2013年第2期33-41,共9页Foreign Language World

基　　金：山东省高等学校人文社科项目"二语习得过程中动机消退现象的社会认知研究"(编号J13WD85)的资助

摘　　要：本文通过对我国325名大学英语教师的问卷调查与其中4名教师的个案研究,探讨了大学英语教师的听力教学信念及其与教学实践的关系。研究结果表明,大学英语教师充分肯定听力教学在大学英语教学中的重要地位,认为听力教学应兼顾听力语篇的宏观背景与微观细节,但在教学实践中他们并不能完全践行自己的教学信念,两者之间时有脱节现象发生。深入探究起来,教师听力教学信念与实践之间的脱节仅是相对而言;从本质上看,教学实践是教师更深层次教学信念的体现。基于上述发现,文章最后讨论了本研究的理论意义与实践价值。Through a questionnaire survey of 325 Chinese college English teachers and a four-teacher case study, this paper investigates their beliefs in listening teaching and the relationships between teaching beliefs and practices. The results demonstrate that college English teachers are fully aware of the importance of listening teaching, and focus on both the macro background information and the micro details of a listening discourse. They, however, could not follow faithfully their beliefs in teaching practices and accordingly, disjunctures between teaching beliefs and practices some- times occur. Probed further, the disjunctures are simply relative and teachers＇ practices reflect their deeper teaching beliefs. Based on these findings, the paper finally discusses the theoretical significance and practical value of this investigation.

关 键 词：大学英语教师 听力教学信念 听力教学实践 

分 类 号：H319[语言文字—英语]