语言教师认知研究:本体论、认识论和方法论视角的启示
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摘要
自20世纪80年代开始,在世界范围内语言教师的认知研究无论在应用语言学领域还是在语言教学领域都得到长足的进步和发展。研究者从不同角度对教师认知的若干主题进行大量研究并取得丰硕成果。然而,这些研究由于其出发点和立足点不同、概念的内涵理解差异及认识解决问题的方法不一等原因,显得杂乱无章,甚至相互矛盾。本文从本体论、认识论和方法论3个视角对语言教师的认知研究进行梳理总结,旨在更准确、清晰和深刻地了解该领域的整体状态,进而促进我国语言教师教育研究、提高语言教学水平。
Research into language teacher cognition has made great progress around the world in applied linguistics and language education from 1980s onward. From multiple perspectives, language educators and researchers have conducted a series of studies on different themes of language teacher cognition. However, due to researchers' different standpoints, varied conceptualizations of teacher cognition and methodological differences in finding and solving problems, this line of research so far has created a dim and even paradoxical impression on readers. In order to facilitate understanding these studies, this paper surveys and discusses the main developments from ontological, epistemological and methodological perspectives. It is hoped that such efforts will provide insights into language teacher education research and language education in China.
Research into language teacher cognition has made great progress around the world in applied linguistics and language education from 1980s onward. From multiple perspectives, language educators and researchers have conducted a series of studies on different themes of language teacher cognition. However, due to researchers' different standpoints, varied conceptualizations of teacher cognition and methodological differences in finding and solving problems, this line of research so far has created a dim and even paradoxical impression on readers. In order to facilitate understanding these studies, this paper surveys and discusses the main developments from ontological, epistemological and methodological perspectives. It is hoped that such efforts will provide insights into language teacher education research and language education in China.
引文
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Braver,T.S.,Krug,M.K.,Chiew,K.S.,Kool,W.,Westbrook,J.A.,Clement,N.J.,Carver,C.S.Mechanisms of Motivation-cognition Interaction:Challenges and Opportunities[J].Cognitive,Affective,& Behavioral Neuroscience,2014(2).
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Brown,A.V.Students' and Teachers' Perceptions of Effective Foreign Language Teaching:A Comparison of Ideals[J].The Modern Language Journal,2009(1).
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Golombek,P.,Doran,M.Unifying Cognition,Emotion,and Activity in Language Teacher Professional Development[J].Teaching and Teacher Education,2014 (6).
Hauk?s,?.Teachers' Beliefs about Multilingualism and a Multilingual Pedagogical Approach[J].International Journal of Multilingualism,2016(1).
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Pajares,M.F.Self-efficacy Beliefs in Academic Settings[J].Review of Educational Research,1996(4).
Pan,L.,Block,D.English as a “Global Language” in China:An Investigation into Learners' and Teachers' Language Beliefs[J].System,2011(3).
Pintrich,P.R.Implications of Psychological Research on Student Learning and College Teaching for Teacher Education[A].In:Houston,W.R.(Ed.),Handbook of Research on Teacher Education[C].New York:Macmillan,1990.
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Sanchez,H.S.,Borg,S.Insights into L2 Teachers' Pedago-gical Content Knowledge:A Cognitive Perspective on Their Grammar Explanations[J].System,2014(5).
Shulman,L.S.Those Who Understand:Knowledge Growth in Teaching[J].Educational Researcher,1986(2).
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Tsui,A.B.M.Understanding Expertise in Teaching:Case Studies of Second Language Teachers[M].Cambridge:Cambridge University Press,2003.
Tsui,A.B.M.Complexities of Identity Formation:A Narrative Inquiry of an EFL Teacher[J].TESOL Quarterly,2007(4).
Vygotsky,L.S.Thought and Language[M].Cambridge:The MIT Press,1986.
Wahlstrom,K.L.,Ponte,P.Examining Teachers' Beliefs Through Action Research:Guidance and Counselling/Pastoral Care Reflected in the Cross-cultural Mirror[J].Educational Action Research,2005(4).
Wan,W.,Low,G.D.,Li,M.From Students' and Teachers' Perspectives:Metaphor Analysis of Beliefs about EFL Teachers' Roles[J].System,2011(3).
Wertsch,J.V.Voices of the Mind:Sociocultural Approach to Mediated Action[M].Cambridge:Harvard University Press,1991.
Woods,D.Teacher Cognition in Language Teaching:Beliefs,Decision-making,and Classroom Practice[M].Cambridge:Cambridge University Press,1996.
Woods,D.The Social Construction of Beliefs in the Language Classroom[A].In:Kalaja,P.,Barcelos,A.M.F.(Eds.),Beliefs about SLA:New Research Approaches[C].Dordrecht:Kluwer,2003.
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Zhang,L.J.,Zhang,D.L.Identity Matters:An Ethnography of Two Non-native English-speaking Teachers(NNESTs) Struggling for Legitimate Professional Parti-cipation[A].In:Cheung,Y.L.,Ben Said,S.,Park,K.(Eds.),Advances and Current Trends in Language Teacher Identity Research[C].New York:Routledge,2015.
Zheng,H.Teachers' Beliefs and Practices:A Dynamic and Complex Relationship[J].Asia-Pacific Journal of Tea-cher Education,2013(3).
Bandura,A.Self-efficacy:The Exercise of Control[M].New York:W.H.Freeman & Company,1997.
Bandura,A.Social Cognitive Theory[A].In:Van Lange,P.A.M.,Kruglanski,A.E.,Higgins,E.T.(Eds.),Handbook of Theories of Social Psychology[C].Thousand Oaks:Sage,2011.
Barcelos,A.M.F.Teachers' and Students' Beliefs Within a Deweyan Framework:Conflict and Influence[A].In:Kalaja,P.,Barcelos,A.M.F.(Eds.),Beliefs about SLA:New Research Approaches[C].Dordrecht:Klu-wer,2003.
Barnard,R.,Viet,N.G.Task-based Language Teaching(TBLT):A Vietnamese Case Study Using Narrative Frames to Elicit Teachers' Beliefs[J].Language Education in Asia,2010(1).
Barsalou,L.W.Grounded Cognition[J].Annual Review of Psychology,2008(5).
Basturkmen,H.Review of Research into the Correspondence Between Language Teachers' Stated Beliefs and Practices[J].System,2012(2).
Borg,S.Teacher Cognition and Language Education:Research and Practice[M].London:Continuum,2006.
Borg,S.The Impact of In-service Teacher Education on Language Teachers' Beliefs[J].System,2011(3).
Borg,S.Teacher Cognition and Language Education:Research and Practice[M].London:Bloomsbury,2015.
Braver,T.S.,Krug,M.K.,Chiew,K.S.,Kool,W.,Westbrook,J.A.,Clement,N.J.,Carver,C.S.Mechanisms of Motivation-cognition Interaction:Challenges and Opportunities[J].Cognitive,Affective,& Behavioral Neuroscience,2014(2).
Breen,M.P.,Hird,B.,Milton,M.,Oliver,R.,Thwaite,A.Making Sense of Language Teaching:Teachers' Principles and Classroom Practices[J].Applied Linguistics,2001(4).
Brown,A.V.Students' and Teachers' Perceptions of Effective Foreign Language Teaching:A Comparison of Ideals[J].The Modern Language Journal,2009(1).
Burns,A.,Freeman,D.,Edwards,E.Theorizing and Studying the Language-teaching Mind:Mapping Research on Language Teacher Cognition[J].The Modern Language Journal,2015(3).
Chemero,A.Radical Embodied Cognitive Science[M].Cambridge:The MIT Press,2011.
Clark,C.M.,Yinger,R.J.Research on Teacher Thinking[J].Curriculum Inquiry,1977(4).
Cross,R.Language Teaching as Sociocultural Activity:Rethinking Language Teacher Practice[J].The Modern Language Journal,2010(3).
Da Silva,M.Constructing the Teaching Process from Inside Out:How Pre-service Teachers Make Sense of Their Perceptions of the Teaching of the Four Skills[J].TESL-EJ,2005(2).
De Bot,K.Introduction:Second Language Development as a Dynamic Process[J].The Modern Language Journal,2008(2).
Denzin,N.K.The Research Act in Sociology:A Theoretical Introduction to Sociological Methods[M].Chicago:Aldine,1970.
Dunkin,M.J.,Biddle,B.J.The Study of Teaching[M].New York:Holt,Rinehart & Winston,1974.
Edge,J.,Richards,K.May I See Your Warrant,Please?Justifying Outcomes in Qualitative Research[J].Applied Linguistics,1998(3).
Feryok,A.Language Teacher Cognitions:Complex Dynamic Systems?[J].System,2010(2).
Golombek,P.,Doran,M.Unifying Cognition,Emotion,and Activity in Language Teacher Professional Development[J].Teaching and Teacher Education,2014 (6).
Hauk?s,?.Teachers' Beliefs about Multilingualism and a Multilingual Pedagogical Approach[J].International Journal of Multilingualism,2016(1).
Horwitz,E.K.Using Student Beliefs about Language Lear-ning and Teaching in the Foreign Language Methods Course[J].Foreign Language Annals,1985(4).
Jacquette,D.Ontology[M].London:Routledge,2002.
Johnson,K.E.Second Language Teacher Education:A So-ciocultural Perspective[M].New York:Routledge,2009.
Kiraly,D.A Social Constructivist Approach to Translator Education:Empowerment from Theory to Practice[M].New York:Routledge,2014.
Kubanyiova,M.,Feryok,A.Language Teacher Cognition in Applied Linguistics Research:Revisiting the Territory,Redrawing the Boundaries,Reclaiming the Relevance[J].The Modern Language Journal,2015(3).
Larsen-Freeman,D.,Cameron,L.Complex Systems and Applied Linguistics[M].Oxford:Oxford University Press,2008.
Moodie,I.,Feryok,A.Beyond Cognition to Commitment:English Language Teaching in South Korean Primary Schools[J].Modern Language Journal,2015(6).
Nespor,J.The Role of Beliefs in the Practice of Teaching[J].Journal of Curriculum Studies,1987(4).
Nishino,T.Modeling Teacher Beliefs and Practices in Context:A Multimethods Approach[J].The Modern Language Journal,2012(3).
Pajares,M.F.Teachers' Beliefs and Educational Research:Cleaning up a Messy Construct[J].Review of Educatio-nal Research,1992(3).
Pajares,M.F.Self-efficacy Beliefs in Academic Settings[J].Review of Educational Research,1996(4).
Pan,L.,Block,D.English as a “Global Language” in China:An Investigation into Learners' and Teachers' Language Beliefs[J].System,2011(3).
Pintrich,P.R.Implications of Psychological Research on Student Learning and College Teaching for Teacher Education[A].In:Houston,W.R.(Ed.),Handbook of Research on Teacher Education[C].New York:Macmillan,1990.
Richards,J.C.Teachers' Maxims in Language Teaching[J].TESOL Quarterly,1996(2).
Sakui,K.,Gaies,S.J.A Case Study:Beliefs and Metaphors of a Japanese Teacher of English[A].In:Kalaja,P.,Barcelos,A.M.F.(Eds.),Beliefs about SLA:New Research Approaches[C].Dordrecht:Kluwer,2003.
Sanchez,H.S.,Borg,S.Insights into L2 Teachers' Pedago-gical Content Knowledge:A Cognitive Perspective on Their Grammar Explanations[J].System,2014(5).
Shulman,L.S.Those Who Understand:Knowledge Growth in Teaching[J].Educational Researcher,1986(2).
Toth,P.D.,Davin,K.J.The Sociocognitive Imperative of L2 Pedagogy[J].The Modern Language Journal,2016(S1).
Tsui,A.B.M.Understanding Expertise in Teaching:Case Studies of Second Language Teachers[M].Cambridge:Cambridge University Press,2003.
Tsui,A.B.M.Complexities of Identity Formation:A Narrative Inquiry of an EFL Teacher[J].TESOL Quarterly,2007(4).
Vygotsky,L.S.Thought and Language[M].Cambridge:The MIT Press,1986.
Wahlstrom,K.L.,Ponte,P.Examining Teachers' Beliefs Through Action Research:Guidance and Counselling/Pastoral Care Reflected in the Cross-cultural Mirror[J].Educational Action Research,2005(4).
Wan,W.,Low,G.D.,Li,M.From Students' and Teachers' Perspectives:Metaphor Analysis of Beliefs about EFL Teachers' Roles[J].System,2011(3).
Wertsch,J.V.Voices of the Mind:Sociocultural Approach to Mediated Action[M].Cambridge:Harvard University Press,1991.
Woods,D.Teacher Cognition in Language Teaching:Beliefs,Decision-making,and Classroom Practice[M].Cambridge:Cambridge University Press,1996.
Woods,D.The Social Construction of Beliefs in the Language Classroom[A].In:Kalaja,P.,Barcelos,A.M.F.(Eds.),Beliefs about SLA:New Research Approaches[C].Dordrecht:Kluwer,2003.
Zhang,L.J.,Ben Said,S.Toward a Global Understanding of Local Initiatives in Language Teaching and Teacher Education — Global Rules,Local Roles[A].In:Ben Said,S.,Zhang,L.J.(Eds.),Language Teachers and Teaching:Global Perspectives,Local Initiatives[C].London:Routledge,2014.
Zhang,L.J.,Zhang,D.L.Identity Matters:An Ethnography of Two Non-native English-speaking Teachers(NNESTs) Struggling for Legitimate Professional Parti-cipation[A].In:Cheung,Y.L.,Ben Said,S.,Park,K.(Eds.),Advances and Current Trends in Language Teacher Identity Research[C].New York:Routledge,2015.
Zheng,H.Teachers' Beliefs and Practices:A Dynamic and Complex Relationship[J].Asia-Pacific Journal of Tea-cher Education,2013(3).