大学英语教师语法教学信念与课堂教学实践关系探究

An Exploration of the Relationship between Grammar Teaching Beliefs Held by College Teachers of English and Their Grammar Teaching Practices

语法是二/外语教学的一项重要内容。随着教师认知研究的深入发展,二/外语教师语法教学信念与课堂教学实践的关系已逐渐成为国外研究的一个焦点。鉴于国内相关研究匮乏,本文采用问卷调查与个案研究相结合的研究设计,探索了我国396名大学英语教师语法教学信念与课堂教学实践的关系。结果表明,他们的语法教学信念与课堂教学实践之间具有部分的一致性,但受教学环境因素的影响,加之教师在阐述教学信念时与从事教学实践时调用理论知识类型的不同,两者之间也存有较大差异。基于这些发现,文末讨论了本研究的理论价值与实践意义。

Grammar is an important component of L2 teaching. With the development of teacher cognition research, the relationship between L2 teachers＇ grammar teaching beliefs and their classroom practices has become a research focus of interest abroad. As there is a lack of relevant research at home, this paper, based upon a questionnaire survey and a multi-case study, explores the relationship between grammar teaching beliefs held by 396 college teachers of English in China and their grammar teaching practices. Results indicate that their beliefs and practices are partly consistent; however, owing to various contextual factors and different types of theoretical knowledge drawn on when teachers articulate their beliefs and practice their teaching, inconsistency is easily detected between the two. On the basis of these findings, the theoretical value and practical significance of this exploration are discussed at the end of the paper.