语言教师认知研究: 本体论、认识论和方法论视角的启示 = Ontological, epistemological, and methodological perspectives on research into language teacher cognition

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dc.contributor.author Sun, Q en
dc.contributor.author Zhang, Jun Lawrence en
dc.date.accessioned 2020-02-11T22:08:13Z en
dc.date.issued 2019-03-05 en
dc.identifier.issn 1000-0100 en
dc.identifier.uri http://hdl.handle.net/2292/49902 en
dc.description.abstract 摘要:自20世纪80年代开始,在世界范围内语言教师的认知研究无论在应用语言学领域还是在语言教学领域都得到长足的进步和发展。研究者从不同角度对教师认知的若干主题进行大量研究并取得丰硕成果。然而,这些研究由于其出发点和立足点不同、概念的内涵理解差异及认识解决问题的方法不一等原因,显得杂乱无章,甚至相互矛盾。本文从本体论、认识论和方法论3个视角对语言教师的认知研究进行梳理总结,旨在更准确、清晰和深刻地了解该领域的整体状态,进而促进我国语言教师教育研究、提高语言教学水平。 基金:国家建设高水平大学公派博士研究生项目资助; 关键词:教师认知; 本体论; 认识论; 方法论; 语言教学; ABSTRACT: Research into language teacher cognition has made great progress around the world in applied linguistics and language education from 1980s onward.From multiple perspectives,language educators and researchers have conducted a series of studies on different themes of language teacher cognition. However,due to researchers' different standpoints,varied conceptualizations of teacher cognition and methodological differences in finding and solving problems,this line of research so far has created a dim and even paradoxical impression on readers. In order to facilitate understanding these studies,this paper surveys and discusses the main developments from ontological,epistemological and methodological perspectives. It is hoped that such efforts will provide insights into language teacher education research and language education in China. Key words: language teacher cognition; ontology; epistemology; methodology; language teaching en
dc.relation.ispartofseries 外语学刊 = Foreign Language Research en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title 语言教师认知研究: 本体论、认识论和方法论视角的启示 = Ontological, epistemological, and methodological perspectives on research into language teacher cognition en
dc.type Journal Article en
dc.identifier.doi 10.16263/j.cnki.23-1071/h.2019.02.012 en
pubs.issue 2 en
pubs.begin-page 73 en
dc.rights.holder Copyright: The author en
pubs.author-url http://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&filename=OUTL201902012&dbname=CJFDLAST2019&uid=WEEvREcwSlJHSldRa1FhcEE0QVN2K0s4bjN1dkdMUnBWK090ckkvcGtydz0=$9A4hF_YAuvQ5obgVAqNKPCYcEjKensW4IQMovwHtwkF4VYPoHbKxJw!! en
pubs.end-page 81 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 790862 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
pubs.record-created-at-source-date 2020-01-11 en
pubs.online-publication-date 2020-01-06 en


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