高校英语教师语言意识发展特征及成因研究

A Study of the Developmental Characteristics and the Contributing Factors of Language Awareness among University English Teachers

从语法意识、语用意识、语言专业知识、学科教学知识等角度,综合采用问卷调查的量化研究和课堂观摩、事后访谈的质化研究手段,探寻不同性别、学历、教龄的高校英语教师语言意识发展特征及成因。结果显示:(1)高校英语教师语言意识水平整体偏低,尤其是对语言规则的认知和诠释意识及能力欠缺;(2)不同性别、不同学历英语教师语言意识发展均不存在显著性差异;(3)不同教龄教师语言意识发展存在显著性差异,且教师语言意识整体发展呈现由低走高再逐渐下降的趋势特征;(4)语言专业知识与学科教学知识的欠缺、两者间的不协调发展、教学定势和无效教学反思是影响高校英语教师语言意识发展的主要因素。

Based on the questionnaire,classroom observation and interview,this study is carried out from the perspectives of teachers’grammatical awareness,pragmatic awareness,language knowledge and PCK to explore the development characteristics and the contributing factors of language awareness among university English teachers with different genders,academic degrees and teaching-years.The results show that:(1)The language awareness level of university English teachers is low in general,especially teachers’ability of language cognition and interpretation should be improved;(2)The language awareness levels of the university English teachers with different genders or academic degrees are not significantly different;(3)The language awareness levels of the university English teachers with different teaching-years are significantly different,and University English teachers’language awareness grows from low level to its climax and then deduces gradually;(4)The shortage and unequal development of language knowledge and PCK,teaching stereotype as well as invalid teaching reflection are the main factors influencing the development of university English teachers’language awareness.