Conceptions of Oral English Teaching: A Case Study of Teacher Cognition on Oral English Teaching and Classroom Practice

Abstract

This paper reports a case study investigating and comparing the cognition and classroom practice of two college English teachers with regards to oral English teaching in an agricultural university. Both consistency and inconsistency between their cognition and practice are examined and reasons especially for inconsistency are explored. Findings suggest that teachers do hold a system of cognition which shapes their classroom practice to a very large extent. However, due to the influence of many other factors, both internal and external, their practice in oral English teaching does not always reflect their cognition. 本文对某农业(省属)大学两位大学英语教师对口语教学的认知及其课堂行为进行了个 案研究，探索大学英语教师对口语教学的认知状况，及其与实际课堂教学的关系。重在探 讨教师认知与课堂行为的一致或不一致之处，尤其探讨了导致两者不一致的因素。 结果 表明，教师有一套复杂的认知系统，教师认知在很大程度上影响了教师的实际课堂教学行 为，但是，受其他内外因素的影响，教师课堂教学行为也出现了与教师认知不一致之处。