ABSTRACT

Explicit knowledge of language is posited as a core component of language teachers’ professional knowledge, as it impacts on their classroom practice, cognition and professional reflection. In response to a sociocultural turn in teacher education, this paper presents a sociocultural rationale for the implementation of an explicit-inductive approach to grammar teaching in L2 teacher education. In an explicit-inductive approach, students are guided to induce and articulate grammatical rules for themselves. A tripartite analysis of: teacher educator as pedagogue, student language teacher as teacher-learner and pedagogy as process within an explicit-inductive approach is presented, to form a sociocultural model for the teaching of explicit knowledge in L2 teacher education. It is argued that an explicit-inductive approach which is grounded in praxis has the potential to develop student language teachers’ (SLTs’) content knowledge, i.e., their declarative knowledge of grammar, as well as their pedagogical knowledge of how to teach grammar. The paper calls for further discussion and critical reflection on the teaching of explicit knowledge in L2 teacher education.

摘要

语言显性知识被视为语言教师专业知识的核心组成部分，影响着语言教师的课堂实践、认知和专业反思。为了应对教师教育的社会文化转向，本文提出了在第二语言教师教育中实施显性归纳语法教学方法的社会文化原理。在显式归纳法中，引导学生为自己归纳和阐明语法规则。三方分析：教师教育者作为教育者、学生语言教师作为师生、教育学作为过程提出了一种显性归纳方法，以形成二语教师教育中显性知识教学的社会文化模型。有人认为，基于实践的显式归纳法有可能发展学生语言教师（SLT）的内容知识，即他们的语法陈述性知识以及如何教授语法的教学知识。本文呼吁对二语教师教育中显性知识的教学进行进一步的讨论和批判性反思。