摘要
文章以外语教学法、建构主义为理论基础的二语教师课堂角色研究,从量化方法与隐喻分析的视角,考察教师课堂期待角色研究;从质性方法与话语分析的视角,考察教师课堂实践角色与认知角色研究。文章认为对外汉语教师课堂角色的研究理论基础薄弱,研究内容集中于教师课堂期待角色,缺乏教师课堂实践角色与认知角色研究;实证研究有限,研究方法偏重量化忽视质性。由此提出关于对外汉语教师课堂角色实证研究的初步设想。
This paper gives a commentary review of the studies of the classroom roles of the second language teachers in order to sort out the relevant research based on the foreign language teaching methodology and constructivism. From the perspective of quantitative methods and metaphor analysis, it discusses the expected classroom roles of teachers. From the perspective of qualitative methods and discourse analysis, it expounds the practical and cognitive roles of such teachers. It concludes that the theoretic research of the classroom roles of SL teachers is fairly weak, because it focuses on the expected classroom roles of teachers, and lacks the research on their classroom teaching as well as cognitive research. The relevant empirical research is inadequate, and there is more quantitative research than qualitative research. On the basis of previous studies, this paper puts forward a tentative idea on improving the empirical study of the roles of TCSL teachers.
作者
刘路
LIU Lu(School of Chinese as a Second Language, Peking University, Beijing 100871 ,China)
出处
《云南师范大学学报（对外汉语教学与研究版）》
2017年第2期17-25,共9页
Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)
关键词
教师角色
汉语教师课堂角色
期待角色
实践角色
认知角色
role of teachers
classroom roles of Chinese teachers
expected role
practical role
cog- nitive role
