Unpacking EFL textbook content: A focus on teachers’ role in the textbook-based classroom

• Xiaodong Zhang ^[1]
  1. [1] Beijing Foreign Studies University

     Beijing Foreign Studies University

     China

     
• Localización: Círculo de lingüística aplicada a la comunicación, ISSN-e 1576-4737, Nº. 83, 2020 (Ejemplar dedicado a: Multilingüismo en las universidades chinas), págs. 243-250
• Idioma: español
• DOI: 10.5209/clac.70577
• Títulos paralelos:
  • 解構EFL教科書內容: 教師在教科書為中心的課堂中的角色
• Enlaces
  • Texto completo
• Resumen
  • English

    This theoretical paper first explores how English-as-a-foreign-language (EFL) teachers’ beliefs impact their delivery of textbook content. In response to this important pedagogical relationship, as well as the trend of de-contextualized teaching in EFL settings, this paper argues for the compatibility of systemic functional linguistics (SFL) as an intervention tool to shape teachers’ beliefs and facilitate their deconstruction of textbook content in terms of the co-play between language form (i.e., grammar/vocabulary) and meaning representations. The paper ends with pedagogical strategies for pre-service and in-service EFL teacher education, enabling teachers to conceptualize the dynamic relationship between language form and meaning embedded in textbook content and to enact contextualized instruction in textbook-based classrooms.

  • 中文

    本論文首先介紹了教師的信念對其解構教科書內容方式的影響。基於此以及EFL教學過程中脫離語境的現象，本文指出系統功能語言學理論可以用於EFL教師教育，幫助職前和在職EFL教師重塑信念，從而改善教科書內容解構的方式。本文最後就如何使用系統功能語言學進行教師教育以及教科書使用, 提供了策略和建議。

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