University English Teachers' Sense-Making of Their Classroom Practices  

大学英语教师课堂教学诠释(英文)

作　　者：张培[1] 

机构地区：[1]天津财经大学

出　　处：《Chinese Journal of Applied Linguistics》2014年第1期33-48,128,129,共18页中国应用语言学（英文）

摘　　要：This paper reports a study which investigated the meanings a group of experienced English as Foreign Language （EFL） teachers at a Chinese university gave to their classroom practices. It uncovers for each teacher a conceptual framework for practice, which comprises teaching principles and strategic intentions. It reveals that teachers＇ frameworks for practice are an interwoven system of their most strongly held beliefs in language teaching and their perceptions of their teaching contexts, and that teachers＇ own learning and teaching experiences are important influences on their conceptualisations of classroom work. Findings of this research have implications for language teacher education and development.本文以一组大学英语教师为研究对象,探究其对各自课堂教学的释义。研究发现,教师的课堂行为可由其课堂教学观念构架来解释,这个由教学原则和意图组成的构架体现了英语教师对于英语教学中教师角色、学生角色、师生关系、英语语言理论、教学情感等方面的教学信念,及对于其教学环境的感知。教师的个人经历,特别是其自身的教学和学习经历,对于其教学信念和教学原则的形成具有重要影响。此项研究对于教师教育和发展具有参考意义。

关 键 词：experienced EFL teachers teachers＇ teaching principles teachers＇conceptual framework for practice teacher conceptualisations and classroom practices 

分 类 号：H319[语言文字—英语]