任务型语言教学中的教师信念和教师主导话语研究  

Investigating teachers' beliefs and teacher-led discourse in task-based language teaching

作　　者：朱彦[1] 束定芳[2] 

机构地区：[1]复旦大学 [2]上海外国语大学

出　　处：《现代外语》2017年第1期125-136,共12页Modern Foreign Languages

基　　金：上海市英语教育教学研究基地与上海浦东新区海桐小学合作项目;复旦大学外文学院大英部2016年度科研项目的阶段性成果

摘　　要：本研究尝试走进两位小学教师Max(外籍教师)和Tracy(中国教师)的日常英语课堂,从宏观上分析他们的课堂教学环节,从微观上剖析他们在不同任务性教学环节中的教师主导话语特征,并将其课堂教学实践与其教学信念相对照。研究发现,Max和Tracy都实施了任务支持型教学而非任务型教学,同时,在接近任务和是任务的教学活动中,Max显示出比Tracy更加娴熟的教学技能。相比之下,Max更加注重任务的教学功能,而Tracy则更加注重任务的展示功能,两位教师对任务概念的理解和对任务在语言教学中功能的认知都直接影响其课堂教学行为。因此,推进课程改革有必要开发和实施基于具体教师和学校特点的在职教师教育项目。This study investigates teachers' beliefs and teacher-led discourse in task-based language teaching.One native- speaker teacher(Max) and one non- native- speaker teacher(Tracy) were selected as participants. For each teacher, we video-recorded all the regular lessons in a whole teaching unit and used narrative frame to tap into the teacher's beliefs about tasks. Both teachers were found to implement tasksupported instead of task- based language teaching, but Max was more adept in utilizing discourse strategies in quasi- tasks and tasks. Teacher beliefs data indicated that Max believed that a task was effective in teaching target forms, while Tracy was more inclined to use a task when learners were supposed to demonstrate what they had learned. These findings indicate the necessity of an individually tailored in-service teacher education program when implementing a language curriculum innovation.

关 键 词：教师信念 教师主导话语 任务型语言教学 外语课程改革 

分 类 号：H319[语言文字—英语]