大学英语教师语法教学信念研究被引量：24

A Study of Grammar Teaching Beliefs Held by Chinese Teachers of English to Non-English Majors

导出

摘要本研究以328名大学英语教师为调查对象,采用问卷调查为主、个案访谈为辅的方法,研究了他们的语法教学信念与个体差异对其造成的影响。结果表明,总体而言,他们既接受交际语法教学的原则,又肯定传统语法教学的价值。除研究兴趣外,性别、教龄均对他们的语法教学信念产生显著影响,但三项个体差异综合考虑时,他们的语法教学信念近乎没有显著差异。基于这些发现,文末讨论了该调查对我国语法教学研究与外语教师教育的启示。 Taking 328 college teachers of English to non-English majors as participants, the present study is a questionnaire-based attempt complemented by case interviews to investigate their grammar teaching beliefs and the influences of their individual differences upon their beliefs. Results indicate that they on the whole both accept the principles of communicative grammar teaching and treasure the value of traditional ways of grammar teaching. Apart from research interest, both their sexes and years of teaching make a significant difference in their grammar teaching beliefs; however, the three individual differences, when comprehensively taken into account, make almost no significant difference. Based upon these findings, the implications for grammar teaching research and foreign language teacher education in China are discussed at the end of the paper.

作者高强张洁

机构地区济南大学宾夕法尼亚州立大学

出处《中国外语》 CSSCI 2010年第5期77-84,共8页 Foreign Languages in China

基金济南大学2008年社科青年基金项目"大学英语教师语法教学信念研究"(项目编号X0834) 济南大学博士启动基金项目"外语教师认知的教育学研究"的部分成果

关键词语法教学信念大学英语教师性别教龄研究兴趣 grammar teaching beliefs college teachers of English to non-English majors sex years of teaching research interest

分类号 H319 [语言文字—英语]

引文网络
相关文献

参考文献22

1Andrews, S. "Just like instant noodles": L2 teachers and their beliefs about grammar pedagogy [J]. Teachers and Teaching: Theory and Practice, 2003(4): 351-375.
2Borg, S. Teachers' pedagogical systems and grammar teaching: A qualitative study [J]. TESOL Quarterly, 1998(1): 9-38.
3Borg, S. Teacher Cognition and Language Education: Research and Practice [M]. London: Continuum International Publishing Group, 2006.
4Borg, S. & A. Burns. Integrating grammar in adult TESOL classrooms [J]. Applied Linguistics, 2008(3): 456-482.
5Crookes, G. & L. Arakaki. Teaching idea sources and work conditions in an ESL program [J]. TESOLJournal, 1999(1): 15-19.
6Doughty, C. & J. Williams(eds). Focus on Form in Classroom Second Language Acquisition [C]. New York: Cambridge University Press, 1998.
7Ebsworth, M. E. & C. W. Schweers. What researchers say and practitioners do: Perspectives on conscious grammar instruction in the ESL classroom [J]. Applied Language Learning, 1997(2): 237-260.
8Johnson, K. E. The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English [J]. Journal of Reading Behavior, 1992(1 ): 83-108.
9Johnson, K. E. Understanding Language Teaching. Reasoning in Action [M]. New York: Heinle & Heinle Publishers, 1999.
10Katz, L. Developmental stages of preschool teachers [J]. Elementary School Journal, 1972(1): 50-54.