ABSTRACT

This study draws on teacher perception data gathered from 65 secondary school modern languages (L2) teachers in South-East England. Data were collected via four iterations of an online questionnaire and follow-up interviews with six heads of department. This paper reports respondents’ perceived strengths and development needs in relation to their classroom practice, including: L2 teachers’ sense of self-efficacy for classroom teaching and the stability of this self-assessment over the course of an academic year; the extent to which teachers felt that their classroom practices aligned with research-informed understandings about how languages are learned; teachers’ self-identified priorities for further development; and their reasons for these choices. The L2 teachers in this study reported generally strong self-efficacy scores for teaching, although scores for self-efficacy in fostering pupil engagement tended to be lower. A gap was found between teachers’ endorsement of research-informed language teaching principles and their enactment of these principles in their classrooms. Many teachers reported that they would value support in developing their pupils’ spoken use of the L2. Teachers highlighted spontaneity and fluency as the key speaking skills in need of development, and these priorities were highlighted by teachers at all schools and at all stages of their career.

摘要

本研究利用了从英格兰东南部 65 名中学现代语言 (L2) 教师收集的教师感知数据。通过在线问卷的四次迭代和对六位部门负责人的后续访谈收集数据。本文报告了受访者在课堂实践方面的感知优势和发展需求，包括： L2 教师对课堂教学的自我效能感以及该自我评估在整个学年过程中的稳定性；教师在多大程度上认为他们的课堂实践与基于研究的对语言学习方式的理解相一致；教师自我确定的进一步发展的优先事项；以及他们做出这些选择的原因。本研究中的二语教师普遍报告了较高的教学自我效能得分，尽管在促进学生参与方面的自我效能得分往往较低。在教师对研究型语言教学原则的认可与他们在课堂上实施这些原则之间存在差距。许多教师报告说，他们非常重视培养学生对第二语言的口语能力的支持。教师们强调自发性和流利度是需要发展的关键口语技能，所有学校和职业生涯各个阶段的教师都强调了这些优先事项。许多教师报告说，他们非常重视培养学生对第二语言的口语能力的支持。教师们强调自发性和流利度是需要发展的关键口语技能，所有学校和职业生涯各个阶段的教师都强调了这些优先事项。许多教师报告说，他们非常重视培养学生对第二语言的口语能力的支持。教师们强调自发性和流利度是需要发展的关键口语技能，所有学校和职业生涯各个阶段的教师都强调了这些优先事项。