雅思写作教师教学认知调查——“Learning to Write”视域下的案例研究
Investigating Pedagogical Knowledge of IELTS Writing Teachers—A Case Study from a Learning-to-Write Perspective

在“learning to write”视域下，本质性案例研究以Hyland提出的二语写作中五个知识维度为理论框架，采用问卷调查及课堂观察，揭示了某培训机构中雅思写作教师的教学认知情况。同时，基于研究发现，研究者也提出了对雅思写作教师培训、教研的建议及教学启示。研究发现，1) 所有研究对象对“内容知识”维度的教学认知相对充分，且自身在教学实践中也相对侧重；2) 所有研究对象对“体裁知识”这一维度在理论层面上的主观认知较为模糊甚至明显匮乏，但在具体教学实践中却有个体化、碎片化的实践体现。同时，对“环境知识”这一维度的认知也相对匮乏，如对目标读者定位的不全面和对写作背景文化偏向的不了解；3) 虽有个体倚重方向的差异，研究对象对“系统知识”和“过程知识”的教学认知相对充分。除此之外，基于研究发现，相关教师、教学培训启示也进一步在文中进行了阐述。
Under the umbrella of “Learning to write” and with the Hyland’s conceptualization on five dimen-sions of L2 writing teachers’ knowledge, the qualitative case study employs online survey and ob-servation in class to map out the pedagogical knowledge terrain of IELTS writing teachers in a cer-tain IELTS training school. Additionally, based upon the findings, the researcher also proposes the corresponding pedagogical implications for teacher training and lesson planning of IELTS submod-ule in writing. The findings show 1) All subjects are adequately-informed of “content knowledge” and correspondingly prioritize the relevant pedagogical praxis; 2) All subjects are inadequately cognizant or even poorly-informed of “genre knowledge” dimension at a theoretical level, whereas the individualized and fractional practical evidences under such dimension are detectable in the concrete pedagogical praxis. Also, the deficiency in “context knowledge” is obvious, such as failures to locate all target readers and adequately understand the background cultural preference for writing; 3) Though with discrepant preference, the subjects are equipped with relatively adequate knowledge in “system knowledge” and “process knowledge”. Besides, the pedagogical implications for teacher training in IELTS writing are also further discussed in the article on the basis of findings.