高校外语教师教材使用与认知决策的互动关系

The Interaction Between College L2 TeachersMaterials'Use and Their Decision⁃Making Processes

本研究基于Borg(2015)教师认知模型,采用访谈、课堂观察和教案分析等质性研究方法,考察了四名高校英语教师的教材使用与其认知决策的互动关系。结果显示:1)外语教师的教材使用主要涉及到保留、删减、改编和增加等策略;2)外语教师的教材使用受到阐述认知与隐含认知的协同影响;3)外语教师的教材使用与其认知决策间存在交互效应,其运作机理可由本研究所建构的“教师教材使用的认知决策模型”予以阐释。据此,本研究认为未来教材研究应深究外语教师教材使用中的认知决策机制。

Drawing on Borg's(2015)language teacher cognition model,this case study adopted such methods as interview,classroom observation and materials analysis to examine the interaction between college EFL teachers'materials use and their decision-making processes.Results demonstrated that 1)college L2 teachers addressed the practicalities of adapting the materials to meet class objective more closely by means of retaining,deleting,modifying,and supplementing techniques;2)college L2 teachers'materials use practices were jointly influenced by their stated cognition and cognition underlying actions;and 3)the interaction between college L2 teachers'materials use and their decision-making processes could be explained by the“language teacher decision-making model of materials use”proposed in the study.It is also argued that future language materials development research should focus on L2 teachers'decision-making processes of materials use.