提高英语语言素养 推动教学师资培训
本文作者： 季媛
4月15日至19日，第45届IATEFL（International Association of Teachers of English as a Foreign Language）国际年会在英国布莱顿的布莱顿中心举行。 IATEFL国际年会是全球范围内级别最高、规模最大的英语外语教育和教师职业发展综合论坛。此次年会云集全球的英语语言教学培训权威与专家,共提供了超过400场次的主题讲演、小组讨论会和专业论坛，并为与会代表提供了和知名学者、作家交流，并与来自英语语言教育不同领域的同行切磋，同时了解最新出版物和专业服务信息的机会。 记者在大会现场发现，参会代表中不乏中国教师的身影。北京外国语大学中国外语教育研究中心主任文秋芳教授、广东第二师范学院外语系系主任李华教授、重庆教育学院继续教育学院主任胡红梅、西安市教育科学研究所中学教研部副主任王兰英、南京市教学研究室中学英语教学研究员马黎等人纷纷受邀参加了此次年会。 本次IATEFL年会包括5场主旨发言、约500场报告会和工作坊以及海报展示等。除了在大会现场参会的代表，另有约40000名用户参与了大会在线网站brighton online的讨论，该网站同时还提供本次年会的视频、文字和图片等全方位报道。 第一位大会主旨发言人是IATEFL前任主席、IATEFL WMS Committee现任主席Peter Grundy。他认为，话语含义来自于语言的运用而非语言本身;我们运用语言来阐述思想;语言所传递的真正含义并非我们所看到的单纯的字面含义，而是发言者想要与听者交流的内心想法。 第二场主旨发言人是Sue Palmer，一位为人熟知的作家、广播员及儿童教育专家。她常在英国《泰晤士报》(The Times)的教育专刊(The Times Educational Supplement)及其他媒体上发表文章;同时也编著以及制作出版了二百多本针对三至十二岁儿童的书籍、电视节目和教学软件。Sue Palmer的发言讲述了现今社会的儿童发展和教育问题。 她在发言中提出了很多实用的建议，其中包括在现代社会里如何教育孩子建立健康的饮食及睡眠习惯;玩耍本身是儿童学习和生活技能发展的必要基础;父母要将生活的重心从工作转为家庭;要善用孩子从出生到十二岁间的儿童保育(childcare)和教育阶段;要让孩子远离电视及计算机的威胁，却又能善用它们的正面功能等。 记者在大会现场采访了文秋芳教授，文教授认为本次大会安排的讲座议题都让人受益匪浅，例如“如何在大型会议上做报告”“怎样向教育类杂志投稿”等。本次大会的主旨发言照顾到广大听众的需求，并非纯学术的话题讨论。此外，会议组织的各种活动很具有指导性，尤其对那些首次参会的教师，那些想从本次会议中获取信息的学者来说都颇具指导意义。 除了以上几场主旨发言，来自美国密歇根大学的Kathleen Graves教授还就“智利和土耳其的教师培训”这一话题和来自世界各地的与会代表们进行了深入的讨论。 Kathleen Graves的研究按照教师专业发展机会、教师专业发展过程、教师课程实践效果以及学生学习的一条逻辑路线，从教师接受专业发展的数量、主题、地区分布、参训者人数、参训学时等方面对智利和土耳其两国的教师专业发展进行了对比分析。 重庆教育学院继续教育学院的胡红梅主任参加了该话题的讨论。胡老师认为土耳其的英语教师专业发展更注重教学方法的培训;智利则更注重英语语言素养的培训。而我国目前的教师培训现状，特别是重庆的教师培训，虽然在英语教师专业发展上注重技术层面的提升（即上文提到的教学方法提升），但很少涉及有关语言素养方面的培训。 胡主任分析，造成这种现状的主要原因有以下几点。从教师素质层面看，由于农村教师整体素质较低，教学方法的培训符合农村教学现实的第一需要。从培训的规划角度来讲，教学方法培训与短期培训方式比较契合。英语语言素养的培训是一个长期过程，7至15天的短期培训并不可能带来显著提升。从培训经费角度来看，在教师培训经费定额的情况下，这种注重教学方法的短期培训能够服务更多的英语教师。 据了解，随着教育部门和重庆市对教师专业发展的重视，这一现状已较之前有了很大改善。此外，国培计划的实施也进一步深化了我国师资培训的变革，尤其是国培中西部项目的及时性和引领示范作用。自2010年起，我国开始积极探索针对农村教师的置换脱产长期培训，即让农村教师到高师院校进行系统培训，而高师院校的学生到农村“顶岗”实践，从而达到双赢的局面。 专家表示，在这样的契机下，遵循“理论研修——影子研修——岗位研修——反思研修”的规律，我国的英语教师培训才能更具有科学性、针对性和有效性，才能更好地促进教师综合技能的提升。 部分主旨发言摘要 Peter Grundy : past president of IATEFL and currently chairs the IATEFL WMS Committee Strange seas of thought – literal meaning and language teaching In this talk, I want to consider three hypotheses: 1.meaning comes from the use of language rather than from language itself. 2.we use language to point to thoughts. 3, the real meaning of an utterance isn’t the literal meaning of what we say but the unspoken thought that we intend to communicate and that our utterance points to. These hypotheses have obvious implications for pedagogy: in mainstream presentation-practice production style, we tend to treat the meanings of words and of sentences as relatively stable and think of language learning as a rehearsal for language use. But what if using a language meaningfully is actually the best way of learning it? Do we dare to ask Prufrockian questions, such as whether most of what we focus on in the teaching of vocabulary misses the real point, and whether our work in areas like corpus linguistics needs serious rethinking? Sue Palmer: writer and speaker on the subject of child development and education in the modern world Toxic Childhood In recent decades, there’s been an explosion in developmental conditions, such as ADHD, Asperger Syndrome and dyslexia, and teachers across the UK report that children in general find it increasingly difficult to focus attention and control their behaviour. Twelve years ago, literacy specialist Sue Palmer met a researcher who’d discovered an alarming decrease in young children’s listening skills. Her conclusion led Sue to wide-ranging research into the rapidly changing nature of children’s lives. The resulting book, Toxic Childhood, published in 2006, helped start a national debate about the state of childhood in 21st Century Britain.In this presentation, she discusses how rapid socio-cultural change, driven by a hyper-competitive consumer economy, has transformed children’s lives in ways that can affect physical, emotional, social and cognitive development. She also looks at the simple ways adults can work together to ‘detoxify’ childhood – all of which are free... Catherine Walter: a member of the Advisory Council of IATEFL and of the Wider Membership Scheme Advisory Committee, the Chair of the British Council’s English Language Advisory Group Should we be planning to teach grammar? If so, how? Questions about teaching grammar do not go away. Should we forget grammar and only teach vocabulary? Or should we teach grammar, but only the grammar learners need when they can’t express the meanings they have in mind? Or should we plan our grammar teaching in advance? Should we promote learners’ noticing of grammatical features, or just let it happen? Should we teach rules, or should we let the learners figure them out? If we do teach rules, where in the task cycle should we teach them?This presentation will assess the evidence for different points of view on these questions. It will also look at each question in the light of the demands that are made on teachers and learners in classrooms around the world. It will suggest some ways for teachers to think about the questions and to look for answers that are adapted to their contexts. |  |
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