中小学英语教师职前语言能力框架建构及发展策略——基于一线资深教师的质性研究  

Construction and Development Strategies of Pre-service English Language Proficiency Framework for Primary and Secondary School English Teachers——A Qualitative Research Based on Front-line Senior Teachers

作　　者：孙二军[1] 李诗萌 SUN Erjun;LI Shimeng(Xi'an International Studies University,Xi'an,Shaanxi,710128,China)

机构地区：[1]西安外国语大学,陕西西安710128

出　　处：《教师教育研究》2023年第6期92-99,共8页Teacher Education Research

基　　金：国家社科基金项目(17XYY029)。

摘　　要：语言能力是英语教师专业素养的本体性要素,也是中小学英语教师职前培养的前提与基础。基于扎根理论的研究范式,研究通过对21位中小学英语资深教师进行深度访谈及数据分析,在“产出导向”视角下构建了英语教师语言能力框架。知识、能力、文化、思维、实践5个要素集及14个核心子要素,呈现出语言能力发展的交融多样性、动态复杂性和综合实践性。职前语言能力框架的内在逻辑,赋予中小学英语教师语言能力发展的现实路径,也助推中小学英语教师职前阶段人才培养的综合改革。Language proficiency is the ontological element of English teachers'professionalism,and it is also a prerequisite and foundation for the pre-service training of English teachers in primary and secondary schools.Based on grounded theory research paradigm,this paper constructed a framework for English teachers'language proficiency from the'production-ori-ented'perspective,through in-depth interviews and data analysis with 21 senior English teachers in primary and secondary schools.The framework,which consists of 5 core elements including knowledge,competence,culture,thinking and prac-tice,and 14 core sub-elements,presents the blending diversity,dynamic complexity and integrated practice of language pro-ficiency development.The internal logic of the pre-service language proficiency framework shows a realistic path to teach-ers'language proficiency development,and is also conducive to the comprehensive reform of English teacher training at the pre-service stage in primary and secondary schools.

关 键 词：语言能力 职前培养 发展框架 扎根理论 

分 类 号：G451[文化科学—教育学]