"最重要的是让他们意识到":教师的金属语言知识与第二语言显性发音教学案例研究

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Tesol Quarterly Pub Date : 2024-01-09 DOI:10.1002/tesq.3301
Joshua Gordon, Roger Segura Arias
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引用次数: 0

摘要

尽管显性教学能有效地帮助第二语言(L2)学习者形成可理解的发音,但有必要了解第二语言教师为何以及如何在课堂上系统地实施这种显性发音教学。由于显性教学在提高学习者发音技能方面起着关键作用,因此有必要了解教师在不同情况下实施显性教学的理由。在实施显性发音教学的过程中,教师的金属语言知识是一个重要的分析方面,它可以展示发音教师在显性教学过程中以易于理解的方式向学习者呈现语音-语调内容的能力。本案例研究分析了一位经验丰富的外籍英语教师在第二语言发音教学中的金属语言知识。本研究采用定性数据收集方法(如半结构式访谈、课堂观察和刺激回忆式访谈)和弗里曼(2020)的语言教学知识基础框架,研究结果展示了一位经验丰富的教师的金属语言知识如何影响显性 L2 发音教学的实施,以及教师的金属语言如何影响学习者在课堂不同活动中可用的语言类型。本研究还讨论了这些结果对培训教师学习第二语言发音教学法的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“The Most Important Thing Is to Make Them Aware”: A Case Study of Teacher Metalanguage Knowledge and Explicit L2 Pronunciation Instruction
Although explicit instruction is effective in helping second language (L2) learners develop intelligible pronunciation, it is necessary to understand why and how L2 teachers implement such explicit pronunciation instruction systematically in class. Because of its key role in enhancing learners’ pronunciation skills, understanding the rationale behind the implementation of explicit instruction by teachers in different contexts is necessary. A key aspect of analysis in the implementation of explicit pronunciation instruction is the teacher's metalanguage knowledge, which could showcase a key component of pronunciation teachers’ ability to present phonetic-phonological content in an accessible manner to learners during explicit instruction. This case study analyzed an experienced English-as-a-foreign-language (EFL) teacher's metalanguage knowledge in L2 pronunciation instruction. Using qualitative data-collection methods (e.g., semi-structured interviews, classroom observations, and stimulated-recall interviews), and Freeman's (2020) Knowledge Base of Language Teaching Framework, the results of this study showcase the way an experienced teacher's metalanguage knowledge influenced the implementation of explicit L2 pronunciation instruction, and how the teacher's metalanguage shaped the type of language available to learners in different activities in class. These results are also discussed in terms of their implications for training teachers in L2 pronunciation pedagogy.
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来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
期刊介绍: TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.
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