语言教师认知研究:本体论、认识论和方法论视角的启示

Ontological, Epistemological, and Methodological Perspectives on Research into Language Teacher Cognition

自20世纪80年代开始,在世界范围内语言教师的认知研究无论在应用语言学领域还是在语言教学领域都得到长足的进步和发展。研究者从不同角度对教师认知的若干主题进行大量研究并取得丰硕成果。然而,这些研究由于其出发点和立足点不同、概念的内涵理解差异及认识解决问题的方法不一等原因,显得杂乱无章,甚至相互矛盾。本文从本体论、认识论和方法论3个视角对语言教师的认知研究进行梳理总结,旨在更准确、清晰和深刻地了解该领域的整体状态,进而促进我国语言教师教育研究、提高语言教学水平。

Research into language teacher cognition has made great progress around the world in applied linguistics and language education from 1980s onward. From multiple perspectives, language educators and researchers have conducted a series of studies on different themes of language teacher cognition. However, due to researchers’ different standpoints, varied conceptualizations of teacher cognition and methodological differences in finding and solving problems, this line of research so far has created a dim and even paradoxical impression on readers. In order to facilitate understanding these studies, this paper surveys and discusses the main developments from ontological, epistemological and methodological perspectives. It is hoped that such efforts will provide insights into language teacher education research and language education in China.