国外不同研究路向的外语教师知识研究

A review of different approaches abroad on the knowledge of foreign language teachers

教师知识决定教师的教学成效，影响教师的专业成长。经过近20年的发展，外语教师知识研究发展为外语教师教育研究中最具活力的研究领域之一。外语教师知识的研究重心在过去的30年里发生了重大的转向：由传统的教师必须掌握哪些知识，逐渐转向了教师如何运用知识、教师实际拥有哪些知识和教师的知识是什么。本文以国外普通教师教育和外语教师教育的知识研究文献为对象，通过揭示不同研究者对教师知识的不同理解，力图把握和全面理解外语教师知识的性质、领域和形式。了解知识研究的最新发展，有利于从知识形成的角度去研究教师学习，以新的理念和视角看待我国的外语教师教育，并促使我们更有效地开展实践活动。

Teacher knowledge exerts significant influence both on instructional outcome and teacher professional development. In the past two decades， the study regarding knowledge of foreign language teachers (FLT) has become one of the most dynamic areas in foreign language teacher education research. This paper reviewed the majority of literature from the Western perspectives since the late 1970s. Under the different approaches concerning philosophical， epistemological and methodological considerations， there has been a shift moving from a transmission of knowledge about language teaching for FLT towards a view of how they use their knowledge， what they actually know and what their knowledge base is. A major conclusion drawn from this study is that a new and better understanding of the knowledge of foreign language teachers with respect to its property， domain and form， esp.， its recent developments makes it possible to study teacher learning from a knowledge development perspective. Accordingly， it may provide constructive insight into foreign language teacher education (FLTE) in China and make our FLTE innovations more effective.