维果茨基社会文化视角下外语教师语言知识的建构

How Foreign Language Teachers Construct Their Language Knowledge from the Perspective of Vygotsky's Sociocultural Theory

本文从维果茨基的社会文化理论的视角探讨外语教师的语言知识的建构,认为外语教师的语言知识,不论是关于语言的知识、运用语言的知识,还是教学的语言知识都应被视为是从社会环境的经验中产生的。外语教师的教学的语言知识至少应该涉及关于语言的知识,对外语学习过程的理解,以及批判的语言意识等几个方面。这几个方面的知识都与教师原有的生活经历和知识基础相关。外语教师的学习和教学经验决定了其教学的语言知识基础,这就意味着教师的自传应置于外语教师发展中的重要的地位。

This paper explores, from the perspective of Vygotsky＇ s sociocultural theory, how foreign language teachers con- struct their language knowledge. The author argues that foreign language teachers construct their language knowledge, be it knowledge about language or knowledge of language, or linguistic knowledge for teaching, through their experience in the social context. And their linguistic knowledge for teaching at least involves knowledge about language, understanding of language learn- ing process and critical language awareness, which are all related to teachers＇ previous life experience and knowledge base. For- eign language teachers＇ learning and teaching experience shapes their linguistic knowledge for teaching, which means greater im- portance should be attached to their biographies in the foreign language teachers＇ professional development.