教师知识库的变化

IF 0.9 Q2 LINGUISTICS
Leimin Shi, Honglin Chen
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引用次数: 1

摘要

在中国,2004年以来,培养学生的综合交际能力成为现行《大学英语课程要求》的中心目标。然而,这一目标尚未实现,特别是在写作教学方面。本文探讨了教师与写作教学相关的知识基础的变化是否以及如何影响学生的写作成果。六位经验丰富的教师被介绍到SFL(系统功能语言学)通知体裁方法,并随后在实践中试用这种教学法。通过工作坊前后的访谈和课堂观察,调查了教师知识基础的变化。在每个观察班中,收集学生的两个写作样本。教师知识库的变化结果与学生写作产品可能出现的变化进行了比较。对比结果显示,与教师知识基础的积极变化相对应的是,大部分学生在写作产品方面取得了进步。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Changes to teachers’ knowledge base
Abstract In China, since 2004, developing students’ overall communicative competence has become the central goal of the current College English Curriculum Requirements. However, this goal has yet to be addressed, particularly in regard to the teaching of writing. This paper examines whether and how changes in teachers’ knowledge base related to teaching writing may impact their students’ writing outcomes. Six experienced teachers were introduced to a SFL (Systemic Functional Linguistics)-informed genre approach and subsequently trialled this pedagogy in practice. Through pre- and post- workshop interviews and classroom observations, changes in teachers’ knowledge base were investigated. In each observed class, two writing samples produced by students were collected. The findings of changes in the teachers’ knowledge base were compared with possible changes emerging in their students’ writing products. The results of the comparison reveal that, corresponding to positive changes evidenced in the teachers’ knowledge base, the majority of the students made improvements in their writing products.
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来源期刊
CiteScore
2.70
自引率
8.30%
发文量
24
期刊介绍: The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.
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