Тематическое исследование представлений вьетнамских преподавателей английского как иностранного о речевой продукции и речевом взаимодействии
Аннотация
Между исследованиями в области изучения второго языка и педагогической практикой существует разрыв. Данное исследование, цель которого заключается в преодолении этого разрыва, вызвано стремлением понять, в какой степени убеждения учителя могут влиять на инновации в преподавании, такие как обучение иностранному языку на основе задач. Объектом настоящего исследования является мышление преподавателей, а целью — повышение эффективности информационного обеспечения лингводидактики и педагогического образования. В исследовании, проведенном с привлечением различных источников (фокус-группа, план урока и интервью со стимулированным воспоминанием), анализируются представления шести вьетнамских преподавателей английского как иностранного о речевой продукции и речевом взаимодействии. В результате исследования было выявлено, что большинство преподавателей направляют речевую продукцию и речевое взаимодействие на достижение поставленной лингвистической цели, что свидетельствует о синтетической, ориентированной на результат концепции преподавания и обучения путем формирования навыков и соответствует традиционным подходам, в которых отдается приоритет стилю и форме обучения. Данный вывод подразумевает, что такие конструктивистские методы, как обучение иностранному языку на основе задач, могут противоречить представлениям учителей о преподавании. Соответственно, при внедрении обучения на основе задач следует сохранять баланс между стремлением преподавателей делать акцент на содержании и необходимостью обучения, ориентированного на форму.
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