课堂交际失谐情境下的外语教师学习研究

A Study of FL Teacher Learning in the Context of Teacher-student Interaction Dissonance

外语课堂文化多元,师生交际有时难免失谐,但这可以成为教师学习的重要契机。本文结合复杂理论,采用个案研究方法,通过半结构式口述史访谈和考察课本、教案和试卷等资料,借助扎根理论,分析课堂交际失谐情境中教师学习的动因、内容、效果。研究发现,这类教师学习多源于文化差异所触发的情感和认知冲突,学习内容涵盖了文化知识、语言技能、交际技巧、思维能力、意识态度等,学习效果包括教师身份和情感变化、师生距离拉近、同行认可及文化圈扩大等多重系统的优化。研究揭示了课堂教学中师生交际失谐对教师学习的积极意义,拓展了课堂教学环境下教师学习的视阙和可能性。

Teacher-student interaction dissonance in culturally diverse classrooms happens now and then and may tr ig ger teach er learning indifferent aspects.Given the scarcity of research in this regard,this study explores the causes,content,and effects of teacher learning in the context of teacher-student interaction dissonance.Data were collected from semis tructured oralhistory interviews as well as curriculum materials such as textbooks,teaching plans and test papers.It has been found that emotional and cognitive conflicts due to cultural diversity were the main causes for such teacher learning,that the dimensions of learning covered cultural knowledge,language skills,communication skills,thinking skills,and affective empathy,and that learning of this kind could bring about changes in teacher affect and identity,closer teacher-student relationship,more recognition from colleagues,and enlarged sociocultural circles.The findings of this study suggested the positive influences of teacher-student interaction dissonance on teacher learning,and has enlarged the vision and possibility of teacher learning in the context of classroom teaching.