摘要
本研究通过半结构式访谈,对中国10位高校多语教师进行了深度访谈,旨在探究他们对多语能力和多语教学法的信念,以及这些信念如何影响其教学实践。研究发现:(1)教师普遍视多语能力为语言学习的重要资源,认为该能力能有效促进学习者建立跨语言的联系。但他们同时强调,只有在学习者具有良好的多语意识时,这些优势才能得到充分发挥。(2)教师支持在多语教学中利用学习者已有的语言知识,认为这对解释词汇和复杂的语法规则、维持课堂纪律以及减轻学习压力均十分有益。然而,他们不主张将第一语言和第二语言的学习策略和方法直接迁移至第三语言学习中,而是更倾向于对这些策略和方法进行重新评估和调整。(3)尽管教师对多语能力和多语教学法持有相对积极的态度,但在教学实践中,这些信念与行为之间仍存在明显差距。本研究揭示了多语教学的发展潜力,并为多语教师教育的深化和完善提供了重要的启示。
This study,conducted through semi-structured interviews,delves into the beliefs of ten multilingual teachers in Chinese universities regarding multilingual competence and multilingual teaching methods and how these beliefs impact their teaching practices.The following findings were obtained.Firstly,teachers generally regard multilingual ability as an essential resource in language learning,believing that it effectively facilitates learners in establishing cross-linguistic connections.However,they also emphasize that these advantages are fully realized only when students possess robust multilingual awareness.Secondly,teachers support the utilization of students’existing linguistic knowledge in multilingual teaching,considering it beneficial for explaining vocabulary and complex grammatical rules,maintaining classroom discipline,and reducing learning stress.Nonetheless,they advocate against the direct transfer of L1 and L2 learning strategies and methods to L3 learning,preferring to reassess and adapt these strategies instead.Thirdly,there is still a research gap between the teachers’beliefs and their behavior in teaching practices,despite their relatively positive views on multilingual competence and teaching methods.The results of this study reveal the developmental potential of multilingual teaching and provide important insights for the enhancement and refinement of multilingual teacher education.
出处
《外语与外语教学》
CSSCI
北大核心
2023年第6期73-85,147-148,共15页
Foreign Languages and Their Teaching
基金
国家语委科研项目“基于大模型的国际中文教学多模态资源构建”(项目编号:YB145-88)
中央高校基本科研业务费专项资金项目(北京语言大学院级项目)“三语环境下外语教师课堂语码转换研究”(项目编号:21YJ020016)的阶段性研究成果。
关键词
教师信念
多语教师
多语意识
多语教学法
质性研究
teacher beliefs
multilingual teachers
multilingual awareness
multilingual pedagogical approaches
qualitative research
作者简介
范临燕,副教授,博士,研究方向:多语教学研究。作者邮箱:linyan_fan@blcu.edu.cn
