大学英语教师学术写作与发表活动的案例研究
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摘要
本项案例研究从活动理论视角考察3位大学英语教师学术写作与发表实践和认知及其发展。通过访谈、教师反思、教师论文、小组研讨与网络交流等数据的分析发现:教师研究认知形成于教研经历和院系文化并形塑其日常实践,教师主体在学术写作与发表活动系统诸要素中起决定作用;在小组中介作用下,教师个体论文写作与发表节奏有快慢变化,但论文质量有所提高,对研究的认识趋向理性;联动活动系统的共享客体为教师合作提供了可能,继而推进论文写作和发表。以上发现为重构语言教师学术写作与发表活动和创建教师教研共同体促进教师合作与共同发展提供借鉴。
Drawing on Activity Theory,this case study examines three college English teachers' practices and perceptions of academic writing and publishing and their development trajectory.The analyses of the data including interview s,teacher reflection,teacher research articles,group discussions,and online communications indicate that teacher perceptions of research are shaped by teaching and research experiences and institutional cultures,and also shape their daily practices.As subject,the teacher is a vital element in the activity system of academic writing and publishing.Facilitated by group mediation,individual teachers' writing and publishing pace becomes either fast or slow,but the quality has improved to some extent and their perceptions of research tend to be more rational.The shared objective within the joint activity system makes teacher cooperation possible,and promotes the writing and publishing process.The above findings not only offer insights into reconceptualizing the writing and publishing activities among language teachers but also provide implications for creating a teacher research community,which makes a difference to teacher cooperation and common development.
Drawing on Activity Theory,this case study examines three college English teachers' practices and perceptions of academic writing and publishing and their development trajectory.The analyses of the data including interview s,teacher reflection,teacher research articles,group discussions,and online communications indicate that teacher perceptions of research are shaped by teaching and research experiences and institutional cultures,and also shape their daily practices.As subject,the teacher is a vital element in the activity system of academic writing and publishing.Facilitated by group mediation,individual teachers' writing and publishing pace becomes either fast or slow,but the quality has improved to some extent and their perceptions of research tend to be more rational.The shared objective within the joint activity system makes teacher cooperation possible,and promotes the writing and publishing process.The above findings not only offer insights into reconceptualizing the writing and publishing activities among language teachers but also provide implications for creating a teacher research community,which makes a difference to teacher cooperation and common development.
引文
[1]Ahn,K.2009.Learning to Teach within the Curricular Reform Context:A Sociocultural Perspective on English Student Teachers'Practicum Experience in South Korean[D].Pennsylvania:The Pennsylvania State University.
[2]Bai,L.&P.Hudson.2011.Understanding Chinese TEFL academics'capacity for research[J].Journal of Further and Higher Education,(3):391-407.
[3]Borg,S.2010.Language teacher research engagement[J].Language Teaching,(4):391-429.
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[7]Cochran-Smith,M.&S,Lytle.1999.The teacher research movement:A decade later[J].Educational Researcher,(7):15-25.
[8]Cross,R.2006.Language Teaching as Activity:A Sociocultural Perspective on Second Language Teacher Practice[D].M elbourne:M onash University.
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[14]Kaur,K.2015.The emergent nature of strategic mediation in ESL teacher education[J].Language Teaching Research,(3):374-388.
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[17]Rathert,S.&Z.Okan.2015.Writing for publication as a tool in teacher development[J].ELT Journal,(4):363-372.
[18]Tsui,A.&D.Law.2007.Learning as boundary-crossing in school-university partnership[J].Teaching and Teacher Education,(8):1289-1301.
[19]Yin,R.2009.Case Study Research:Design and Methods(4th Edition)[M].Thousand Oaks:Sage.
[20]陈桦王海啸.2013.大学英语教师科研观的调查与分析[J].外语与外语教学,(3):25-29.
[21]郭燕徐锦芬.2015.我国大学英语教师专业发展共同体建设研究[J].外语界,(5):79-87.
[22]胡新建唐雄英.2012.大学英语教师对教学研究的认知和理解---一项文化主位取向的调查研究[J].外语界,(4):30-38,43.
[23]刘学惠.2007.探究教师建构性学习---一个英语教师课堂研究小组的案例[D].北京:北京师范大学.
[24]娄宝翠.2013.基于语料库的研究生学术英语语篇中外壳名词使用分析[J].外语教学,(3):46-49,53.
[25]孟春国.2015.Exploring College EFL Teachers'Research Activities from a Sociocultural Perspective[D].南京:南京师范大学.
[26]孟春国陈莉萍.2015.活动理论视角下的高校英语教师研究实践与认知[J].现代外语,(5):705-714.
[27]孟春国陈莉萍郑新民.2018.高校英语教师学术写作与发表的调查研究[J].外语与外语教学,(1):110-119.
[28]任伟.2018.国际发表影响力---大学外语教师面临的新挑战[J].外语与外语教学,(3):22-28.
[29]王蔷张文华林周婧.2010.高校与基础教育教师合作行动研究的实践探索[J].课程·教材·教法,(12):87-93.
[30]王守仁.2016.《大学英语教学指南》要点解读[J].外语界,(3):2-10.
[31]文秋芳.2017.我国应用语言学研究国际化面临的困境与对策[J].外语与外语教学,(1):9-17.
[32]文秋芳任庆梅.2011.探究我国高校外语教师互动发展的新模式[J].现代外语,(1):83-90.
[33]颜奕杨鲁新.2017.英语教师专业学习共同体中的主要矛盾分析:活动理论视角[J].外语教学理论与实践,(2):39-49.
[34]杨鲁新.2016.扎根课堂,教研一体:高校研究者专业引领下的中小学英语教师发展新模式研究[M].北京:外语教学与研究出版社.
[35]张辉陈松松.2018.重视研究方法培养提高外语教师的国际发表意识[J].外语与外语教学,(3):13-21.
[36]张莲孙有中.2014.基于社会文化理论视角的英语专业写作课程改革实践[J].外语界,(5):2-10.
[37]周惠刘永兵.2015.中国英语学习者学术写作中标示名词的功能与立场研究[J].外语教学与研究,(2):251-261.
[2]Bai,L.&P.Hudson.2011.Understanding Chinese TEFL academics'capacity for research[J].Journal of Further and Higher Education,(3):391-407.
[3]Borg,S.2010.Language teacher research engagement[J].Language Teaching,(4):391-429.
[4]Borg,S.&Y.Liu.2013.Chinese college English teachers'research engagement[J].TESOL Quarterly,(2):270-299.
[5]Borg,S.&H.Sanchez.(eds.).2015.International Perspectives on Teacher Research[C].Hampshire:Palgrave M acmillan.
[6]Childs,S.2011.Language Teacher Cognition:Tracing the Conceptualizations of Second Language Teachers[D].Pennsylvania:The Pennsylvania State University.
[7]Cochran-Smith,M.&S,Lytle.1999.The teacher research movement:A decade later[J].Educational Researcher,(7):15-25.
[8]Cross,R.2006.Language Teaching as Activity:A Sociocultural Perspective on Second Language Teacher Practice[D].M elbourne:M onash University.
[9]Engestr9m,Y.1987.Learning by Expanding:An Activity-theoretical Approach to Developmental Research[M].Helsinki:Orienta-Konsultit.
[10]Engestr9m,Y.2001.Expansive learning at work:Toward an activity theoretical reconceptualization[J].Journal of Education and Work,(1):133-156.
[11]Engestr9m,Y.2008.From Teams to Knots:Activity-theoretical Studies of Collaboration and Learning at Work[M].Cambridge:Cambridge University Press.
[12]Golombek,P.2011.Dynamic assessment in teacher education:Using dialogic video protocols to intervene in teacher thinking and activity[A].In K.Johnson&P.Golombek(eds.).Research on Second Language Teacher Education:A Sociocultural Perspective on Professional Development[C].New York:Routledge.
[13]Johnson,K.&A.Dellagnelo.2013.How‘sign meaning develops':Strategic mediation in learning to teach[J].Language Teaching Research,(4):409-432.
[14]Kaur,K.2015.The emergent nature of strategic mediation in ESL teacher education[J].Language Teaching Research,(3):374-388.
[15]Luzón,M.2009.The use of we in a learner corpus of reports written by EFL Engineering students[J].Journal of English for Academic Purposes,(3):192-206.
[16]Mak,P.&I.Lee.2014.Implementing assessment for learning in L2 writing:An activity theory perspective[J].System,(47):73-87.
[17]Rathert,S.&Z.Okan.2015.Writing for publication as a tool in teacher development[J].ELT Journal,(4):363-372.
[18]Tsui,A.&D.Law.2007.Learning as boundary-crossing in school-university partnership[J].Teaching and Teacher Education,(8):1289-1301.
[19]Yin,R.2009.Case Study Research:Design and Methods(4th Edition)[M].Thousand Oaks:Sage.
[20]陈桦王海啸.2013.大学英语教师科研观的调查与分析[J].外语与外语教学,(3):25-29.
[21]郭燕徐锦芬.2015.我国大学英语教师专业发展共同体建设研究[J].外语界,(5):79-87.
[22]胡新建唐雄英.2012.大学英语教师对教学研究的认知和理解---一项文化主位取向的调查研究[J].外语界,(4):30-38,43.
[23]刘学惠.2007.探究教师建构性学习---一个英语教师课堂研究小组的案例[D].北京:北京师范大学.
[24]娄宝翠.2013.基于语料库的研究生学术英语语篇中外壳名词使用分析[J].外语教学,(3):46-49,53.
[25]孟春国.2015.Exploring College EFL Teachers'Research Activities from a Sociocultural Perspective[D].南京:南京师范大学.
[26]孟春国陈莉萍.2015.活动理论视角下的高校英语教师研究实践与认知[J].现代外语,(5):705-714.
[27]孟春国陈莉萍郑新民.2018.高校英语教师学术写作与发表的调查研究[J].外语与外语教学,(1):110-119.
[28]任伟.2018.国际发表影响力---大学外语教师面临的新挑战[J].外语与外语教学,(3):22-28.
[29]王蔷张文华林周婧.2010.高校与基础教育教师合作行动研究的实践探索[J].课程·教材·教法,(12):87-93.
[30]王守仁.2016.《大学英语教学指南》要点解读[J].外语界,(3):2-10.
[31]文秋芳.2017.我国应用语言学研究国际化面临的困境与对策[J].外语与外语教学,(1):9-17.
[32]文秋芳任庆梅.2011.探究我国高校外语教师互动发展的新模式[J].现代外语,(1):83-90.
[33]颜奕杨鲁新.2017.英语教师专业学习共同体中的主要矛盾分析:活动理论视角[J].外语教学理论与实践,(2):39-49.
[34]杨鲁新.2016.扎根课堂,教研一体:高校研究者专业引领下的中小学英语教师发展新模式研究[M].北京:外语教学与研究出版社.
[35]张辉陈松松.2018.重视研究方法培养提高外语教师的国际发表意识[J].外语与外语教学,(3):13-21.
[36]张莲孙有中.2014.基于社会文化理论视角的英语专业写作课程改革实践[J].外语界,(5):2-10.
[37]周惠刘永兵.2015.中国英语学习者学术写作中标示名词的功能与立场研究[J].外语教学与研究,(2):251-261.