Abstract

Few studies in language teacher education programs provide insight on how knowledge of Systemic Functional Linguistics (SFL) is developed by teacher candidates to support their metalinguistic awareness and preparation to teach language. Building upon the contributions of Johnson and Byrnes, we combined Halliday’s language-based theory of learning with a sociocultural view of the development of an SFL knowledge base for language teaching. Specifically, we examined teacher candidates’ development of SFL as analytical tool of their English language usage to inform and improve their eventual teaching of a language. We analyzed the functional language features that seven language teacher candidates referenced and applied in multiple drafts of SFL-driven text analyses. Our analysis focused on the ways they expressed information, negotiated relationships, and organized their messages. Results revealed four phases characterizing teacher candidates’ development of more “scientific” notions of SFL whereby they (a) interpreted the meaning of text, (b) linked the meaning of text with SFL features, (c) connected SFL features to their functions, and (d) combined SFL features to enhance analysis. Implications are suggested for how language teacher educators might structure the SFL learning experiences of their language teacher candidates.

摘要

很少有关于语言教师教育计划的研究提供有关系统功能语言学 (SFL) 知识如何由教师候选人发展以支持他们的元语言意识和准备教授语言的见解。在 Johnson 和 Byrnes 的贡献的基础上，我们将 Halliday 的基于语言的学习理论与发展 SFL 知识库语言教学的社会文化观点相结合。具体来说，我们检查了教师候选人将 SFL 的发展作为他们英语语言使用的分析工具，以告知和改进他们最终的语言教学。我们分析了七位语言教师候选人在 SFL 驱动的文本分析的多个草稿中引用和应用的功能语言特征。我们的分析侧重于他们表达信息的方式、协商关系、并组织他们的消息。结果揭示了教师候选人发展更“科学”的 SFL 概念的四个阶段，他们（a）解释文本的含义，（b）将文本的含义与 SFL 特征联系起来，（c）将 SFL 特征与其功能联系起来， (d) 结合 SFL 特征以增强分析。建议了语言教师教育者如何构建他们的语言教师候选人的 SFL 学习体验。