探究发展教师语言意识途径.docVIP

探究发展教师语言意识途径 　　【摘 要】近年来，在外语教师发展研究领域中，教师的语言意识（TLA）渐渐受到了学者们的关注。它指的是外语教师对其所教语言的意识，这种语言意识可以提高教师的教学质量。本文总结了四个阻碍中国外语教师发展的问题，并提出应高度重视教师语言知识（KAL）课程，旨在增强外语教师对目标语言各方面知识的深度和广度，从而发展教师的语言意识。 　　【关键词】外语教师发展；教师的语言意识；教师语言知识课程 　　【Abstract】In recent years， scholars in the field of foreign language teacher development research tend to focus on teachers’ language awareness （TLA）. TLA refers to the teachers’ awareness of the language they teach， which can improve the L2 teachers’ teaching quality. This paper recognizes four main problems which are impeding the development of L2 teachers in China. It proposes that great importance should be attached to the KAL courses， which are designed to enhance the depth and breadth of the L2 teachers’ all aspects of knowledge about the target language， with the purpose of developing TLA. 　　【Key words】Foreign language teacher development； Teachers’ language awareness； KAL courses 　　0 Introduction 　　Today， as economic globalization develops in depth， China is increasingly paying attention to the foreign language education， especially to the English teaching for learners of all ages. Therefore， competent and high-quality foreign language teachers are eagerly needed in China. According to Xia Jimei[1]（2002）， one of the core problems of college English teaching reform in our country is the problem of teachers’ quality. Likewise， English teaching in primary and middle schools also has the similar problem. In this context， competent and high-quality English teachers are eagerly needed in China. Andrews[2]（2007） argues that the possession of an adequate level of TLA is an essential attribute of any competent L2 teacher. Here， TLA refers to teachers’ language awareness. In the USA， Lantolf[3]（2009） has also argued that foreign language （FL） teacher education programs need to （re）invest in courses designed to enhance the depth and breadth of explicit knowledge of the target language （TL） of their graduates. And Youngju Han and Rod Ellis[4] （1998） define