基于课堂话语分析的英语精读课教师学科教学知识研究

Exploring an EFL intensive reading teacher’s pedagogical content knowledge through classroom discourse analysis

学科教学知识是教师专业发展的基础,而教师的课堂话语是其学科教学知识最直接的表达。本文基于对一位英语精读课教师课堂话语的详细分析,从教学内容、教学方法和教学对象三个维度阐释其学科教学知识。数据分析发现,该教师的学科教学知识不仅包括如何讲授学科知识,还包括如何借助各种话步引导讨论、促进意义协商、创造话语空间、提供可理解性输入、进行语言示范、促进“内容—语言”融合式教学及建立和谐师生关系。本研究的发现对于深入探究外语教师知识基础和促进外语教师职业发展有重要参考价值。

Teachers’ pedagogical content knowledge(PCK), as the basis of their professional development, is most directly represented by their classroom discourse. On the basis of a fine-grained analysis of the classroom discourse, this study investigated an EFL intensive reading teacher’s PCK from three dimensions: contents of teaching, instructional methods and students. Data analysis showed that this EFL teacher’s PCK included ways of delivering the subject matter, as well as how she used a variety of moves to lead discussion, promote meaning negotiation, create dialogic space, provide comprehensible input, demonstrate language use, facilitate content and language integrated learning and build rapport with students. The findings can shed light on further study of EFL teachers’ knowledge base and their professional development.