从通用英语到专门用途英语:中国大学英语教师转型过程中职业身份认同的动态呈现  

From EGP to ESP:The Dynamics of Chinese EFL Teachers'Professional Identities in the Curriculum Transitional Period

作　　者：翟圣洁 Zhai Shengjie

机构地区：[1]香港中文大学(深圳),广东深圳518172

出　　处：《中国ESP研究》2024年第4期23-35,161,162,共15页Chinese Journal of ESP

摘　　要：本研究基于社会文化理论视角,采用质性案例研究设计,为教师身份认同研究提出了新的概念框架(教师知识、教师自主性和教师实践)。这三大模板相互关联、相互影响,最终促成教师职业认同的呈现。本研究探究了中国大学英语教师在从通用英语向专门用途英语转型过程中职业身份认同的动态呈现。研究表明,转型中教师的职业身份认同具有多样性、复杂性和互动性,在教师知识、自主性和实践三方面尤为突出。本研究意义有三:其一,为管理、决策部门制定大学英语教师转型的相关政策提供了一个综合的分析框架;其二,为现有涉及教师职业身份认同的研究贡献了特定语境下的研究数据,为研究教师职业发展提供了实证依据;其三,可以帮助转型中的英语教师观察自己的职业身份认同和反思教学实践,从而为规划中国大学英语教师职业培训和发展提供一个参考途径。Based on sociocultural theory,this qualitative case study proposes a new integrated conceptual framework for teacher identity research within three key constructs:teacher knowledge,autonomy,and practices.These constructs are interrelated and interacted with each other,collectively contributing to teachers'professional identities.This study has investigated the dynamics of Chinese EFL teachers'professional identities during the curriculum transitional phase from English for general purposes(EGP)to English for specific purposes(ESP).The findings have shown that EFL teachers'professional identities in the transition emerged as multiple,complex, and interactional, which were especially observable in three aspects: teacherknowledge, autonomy, and practices. First, it has provided an analytic frameworkfor policymakers and administrators to formulate teacher professional developmentfor EFL teachers in the transition. Second, it has yielded a set of context-specificresearch evidence to contribute to the existing research on teacher professional identityand an empirical base to inform the development of a framework for researchingteacher professional development. Third, it could help EFL teachers reflect upon theirprofessional identities and teaching practices in the transitional process, thus providingan alternative approach to formulating professional training and development for EFLteachers in China.

关 键 词：课程改革 向专门用途英语转型 外语教师职业身份认同 

分 类 号：G63[文化科学—教育学]