摘要
20世纪70年代以来,教师语言意识的研究受到语言教学界的日益关注。作为教师语言意识重要组成部分的教师的学科知识和教师的语言交际能力分别属于两个不同的维度,即陈述性维度和程序性维度,它们决定着教师最终的教学效果。然而,实现教师语言意识由陈述性维度向程序性维度的转化涉及到多种因素的协同作用。通过分析构成教师语言意识的两个维度,对外语教学中实现教师语言意识两个维度的条件进行探讨,以期实现教师语言意识的逐步完善。
The study on teacher language awareness has attracted more and more attention in language teaching filed since the 1970s. As its important components, teachers＇subject knowledge and their communicative language a- bilities are subdivided into two different dimensions, namely declarative dimension and procedural dimension, which ultimately determine teachers＇teaching effect. Nevertheless, the transformation from declarative to procedural dimen- sion involves the coordinative effect of multiple factors. The paper analyses the two dimensions of teacher language awareness and discusses the conditions needed to achieve the dimensions of teacher language awareness in foreign lan- guage teaching, attempting to improve teacher language awareness gradually.
出处
《贵州师范学院学报》
2015年第3期54-56,共3页
Journal of Guizhou Education University
基金
"云南省高校英语专业教师语言意识现状研究"部分成果
项目编号:2014Y382
关键词
教师语言意识
陈述性维度
程序性维度
teacher language awareness
declarative dimension
procedural dimension
