“旁观者迷，当局者清”：课堂互动中的教师声音与内在逻辑 （中） - 英语教学法原著选读114（签到与积分练习）
公益翻译，请随手转发。感谢！
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以下英文原文节选自David Nunan 2013年在Routledge出版的论文集《Learner-Centered English Language Education: The Selected Works of David Nunan》，为其后三分之一不到。
原文（作者：David Nunan）
译文（翻译、审校：武太白）
Hidden Voices: Insiders' Perspectives on Classroom Interaction
隐藏的声音：课堂教学互动的内部人视角
In this section, I shall draw out some of the substantive and methodological issues which emerged during the course of the study.
本节，我拟提出本研究过程中出现的实际问题和方法问题。
As I struggled with the wide variety of teachers, learners, course types, and contexts contributing data to this study, and as I ran and reran the data through the filter of my own prejudices and experiences, an important insight began to emerge. Despite the variety of teaching styles, learner types, and course objectives, at a certain level of abstraction, all of these classes have one thing in common: they all illuminate an experiential view of the educational process. This experiential view is contrasted with traditional education by Kohonen (1992) in a key position paper on experiential language learning. The traditional view of knowledge is seen as objective and factual, and separated from the knower, while the experiential view sees knowledge as tentative, subjective, and intimately tied to the knower. Kohonen also contrasts the problem-solving approach of traditional pedagogy with the problem-posing approach of experiential learning. While traditional education is teacher-directed, with a focus on the acquisition of knowledge, the experiential approach values the contributions which learners make to the learning process. It is active and dynamic and focuses on the development of skills rather than on the acquisition of factual knowledge.
随着我努力处理为本研究贡献数据的各种范围宽广的、各不相同的教师、学习者、课程类型和语境，随着我把这些数据在我自己的偏见和经验的过滤器中滤了一遍又一遍，一项重要的领悟开始出现。尽管教学风格、学生类型和课程目标不尽相同，在抽象到特定层次以后，所有这些课堂都有一个共同点：他们都说明了教育过程的一种体验观。这种体验观和科霍宁（1992）在一份关于体验式语言学习的核心立场文件中所述的传统教育形成了对照。关于知识的传统观点被看作客观的、事实性的，与掌握知识的人相分离，而体验观则把知识看作试探性的、主管的，与掌握知识的人密切联系在一起。科霍宁还把传统教学的解决问题法和体验式教学的提出问题法相对比。传统教育是教师主导的，聚焦的是知识的习得，而体验法则珍视学习者对学习过程所做的贡献。体验法主动积极，动态多变，聚焦技能的发展，而不是事实性知识的习得。
This constructive and interpretative concept of education is reflected in the extracts presented here. They show that both teachers and learners are actively involved in the construction and interpretation of their worlds. In addition, the interpretations of the teachers are central to the understanding of these worlds. The logical next step to pursue is to involve learners themselves in the interpretation of the pedagogic worlds they inhabit. In Kohonen's words, the experiential model offers potential for a learning atmosphere of shared partnership, a common purpose and a joint management of learning. Class behavior is owned by the whole group, of which the teacher is but one member. As the rules of conduct are agreed upon jointly, all share the responsibility for decisions and discipline (ibid.: 31).
这种对教育的建构性、解读性概念在此处所呈现的选段中都得到了反映。这些选段表明，教师和学生都积极地参与到了他们语言学习世界的建构与解读中去了。此外，教师的解读对于这些世界的理解起到了核心作用。逻辑上下一步应寻求的是把学生自己也拉进来，对他们所处的教学世界做出解读。拿科霍宁的话说，体验式模型提供了一种可能，会形成共享的、伙伴式的学习氛围，形成共同的目的和学习的共同管理。班级行为是整个群组所有，教师也只是其中的一员。随着行为规范得到共同确认，所有人都共担做决策和维持纪律的责任（同上：31）。
In retrospect, the image which endures in my own mind is one of teachers and learners collaboratively constructing and inhabiting their own worlds to this co-construction. The "official" curriculum, which resides within the mandated documents, lesson plans, commercial textbooks, and bureaucratic directives to teachers and learners, is transformed, sometimes radically, in the experiential and ongoing interactions between the active participants in the classroom drama. In this drama, I am an outsider, a shadowy figure inhabiting a world which is neither connected to the ongoing drama, nor entirely divorced from it. As such, I have advice, but it is only a partial one. It is a voice which needs to be complemented by the other, often times, hidden voices of the classroom, if anything like a three-dimensional picture of what drives the learning process is to emerge.
回过头来看看，在我脑海中久久不褪色的意象就是教师和学生共同建构并居住在他们自己的世界里。存身于规定性文件、教案、商业化教材以及官僚体系对教师和学习者的指示中的“官方”课程被加以转化，有时相当激进地，成为课堂教学这场戏剧的积极参与者之间的体验式持续互动。在这场戏剧中，我是外来者，是居住在一个既与持续进行中的戏剧没有关联的、却也不完全脱离的世界中的影子式人物。在这样的现状下，我能提出意见，但也只是片面的意见。这是一种需要由另一方加以补充的声音，经常情况下另一方的声音是课堂教学中的隐藏声音，如果是要拿出推动学习进程前进的三维图像的话。
The procedure used in this study was designed to give a voice to the teachers whose work was being investigated. At the conclusion of the lesson, teachers were provided with an opportunity to comment on what had happened, what unexpected events had arisen during the course of instruction, and what they felt had been the outcomes of the class. When the lessons had been transcribed, the teachers were provided with transcripts and given a further opportunity to comment on the lesson.
本研究中所用步骤，设计出来就是要允许教师发声的，他们的工作是调查的内容所在（，当然有权利发声）。授课结束时，给教师提供了对所发生的事情加以点评的机会，说说在教学的过程中有哪些意外事件发生了，他们觉得课堂的教学效果怎么样。当授课内容的转写文字出来后，也提供给教师，他们有机会对授课进行进一步的点评。
All of the teachers who took part in the study talked about the data collection procedure itself. Most also pointed out that the objective record of the lesson revealed many things which had not been apparent to them during the ongoing pedagogic action. The following examples illuminate their concerns:
所有参与研究的教师都谈到了数据收集步骤本身。绝大多数老师指出，对授课过程的客观记录向他们揭示了许多在教学进程中并未注意到的东西。下列点评说明了他们的关切：
Rather a wordy explanation now that I see it in black and white.
Maybe I should have go on to the vocabulary activity earlier instead of spending so much time talking in rather vague terms about the article first.
Quite a complicated explanation. Maybe a demonstration would have been simpler.
I ask a lot of questions without waiting for students to answer them.
I find difficulty in controlling the level of my language when talking about the target structure or function at this level.
In retrospect, maybe it would have been better to have them do something oral here and delay the writing.
In retrospect I realize it would have been more useful to get students to summarize by feeding back to the class, rather than concluding the lesson with a lengthy monologue.
It is clear from these comments that collaborative research not only provides insights into what happens as teachers and learners work together, but also acts as a device through which teachers can reflect upon their work and grow professionally as a result of that reflection. In this way, theory research and practice are bound together and become mutually reinforcing.
从上述点评中可以明白看到，合作研究不仅对教师和学习者协作过程中所发生的能够有所洞察，还能够称为教师用来反思自己工作、并因这种反思而获得职业成长的一种工具。这样一来，理论研究和实践就结合到一起，变得相互促进。
In the preface to my book on research methods (Nunan 1992: xi-xiii), I suggested that two alternative conceptions of the nature of research provide a point of tension within the book. The first view is that external truths exist "out there" somewhere. According to this view, the function of research is to uncover these truths. The second view is that truth is a negotiable commodity contingent upon the historical context within which phenomena are observed and interpreted.
在我关于研究方法的书（努南1992：xi-xiii）的前言中，我建议说，书中对研究的本质的两种概念有所不同，形成了一种紧张关系。第一种观点认为外部真理存在“在那里”，在什么地方。根据这种观点，研究的功能就是去挖掘出这些真理。第二种观点认为，真理是一种可研讨的东西，与现象得到观察与解读的历史语境密切相关。
This study adheres unashamedly to the second conception of research just outlined. I would like to argue that qualitative and interpretive studies of teaching and learning, such as this, provide an alternative view of language classrooms to those accounts which emerge from the psycho-statistical research paradigm. In the field of general education, Stenhouse (1983) was able to argue that by the end of the 1970s, the illuminative tradition "now seems to have got off the ground both in research and evaluation. It no longer needs to fight to establish itself as an alternative to the 'psycho-statistical' paradigm worthy of consideration" (p. 1).
本研究义无反顾地坚持刚才简述的第二种研究观。我要提出，类似这样对于教学与学习定性的、解读性研究提供了对语言课堂教学的一种新观点，与利用心理统计研究范式所取得的成果有所不同。在通用教育领域，斯坦豪斯（1983）成功地辩明，到1970年代末，阐述传统“如今看上去已经在研究和评价两方面都迈开了步伐。它不再需要战天斗地以将自己树立为‘心理统计’范式值得考虑的可替代项”（第1页）。
Things are rather different in the field of second language education. Recently I reviewed fifty widely reported pieces of classroom-oriented research. Of the fifty, I found that only fifteen were carried out in classrooms which were constituted for language teaching purposes. A further seven collected data from mixed environments. The majority of the studies (n = 28) are based on data collected outside the classroom in laboratory (n = 20), simulated (n = 6), and naturalistic (n = 2) environments. I concluded from this study that future researchers would benefit from the informed incorporation of five key points into their designs and the execution of their studies.
第二语言教育领域的情况已经变得不同。最近我回顾了50份广受报道的、着眼于课堂教学的研究。在这五十项研究中，我发现仅有十五项是在为语言教学目的而设置的教学环境中进行的。有七项是从混合环境中采集了数据。大部分研究（28项）是基于从课堂教学以外的地方（如实验室）采集的数据（20项），模拟的环境（6项），以及自然语言环境（2项）。从这项研究中我得出结论，未来的研究者如能在充分占据信息的前提下把下列五个要点整合到他们研究的设计与执行中去，将从中获益：
1. The implementation of more contextualized research—that is, classroom-based, as opposed to classroom-oriented, research.
2. An extension of the theoretical bases of research agendas.
3. An extension of the range of research tools, techniques, and methods adopting and adapting these where appropriate from content classroom research.
4. A reevaluation of the distinction between process-oriented and product-oriented research.
5. A more active role for classroom practitioners in applied research.
(Nunan 1991: 249-274)
1. 实施更加语境化的研究——即，基于课堂教学的，而不是着眼于课堂教学的，研究。
2. 研究日程理论基础的延伸。
3. 从内容课堂教学研究中进行研究工具、技巧、方法范围的延伸，并在合适的地方利用、改造这些东西。
4. 对着眼于过程的研究和着眼于产品的研究之间的区别进行重新评价。
5. 在应用研究中，课堂教学实践者的角色应更加主动、活跃。
（努南1991：249-274页）
I believe that the study described here goes some way toward incorporating at least some of these points into its design.
我相信这里所描述的研究在向着至少上述一部分要点的方向去努力的路上是取得了一些进步的。
In this chapter I have presented, through the discourse of teachers and learners, an insider's view of language instruction. It is now time to return to the point where I began and the question around which this entire enterprise revolves: In what ways are the processes of classroom instruction illuminated by the voices of the teachers? I hope I have ably demonstrated through the discourse of the classroom that to understand what is going on in language classrooms, the voices of the teachers (and ultimately of the learners as well) must be heard. Classroom research, therefore, must become a collaborative enterprise between researchers, teachers, and learners. In the words of another contributor to this volume:
本章我通过教师和学习者之间的话语，呈现了内部人对于语言教学的观点。现在是时候回到我开始的地方，回到整个这项研究所围绕的问题了：课堂教学过程在哪些方面得到了教师声音的说明？我希望我已经通过课堂教学话语有力地表明了，要想理解语言课堂教学所发生的一切，教师的声音（最终也需要有学习者的声音）必须得到倾听。因而，课堂教学研究必须是一项研究者、教学者和学习者三方之间的合作事业。用本期另一位作者的话来说就是：
Questions of what teaching is and what people know in order to teach are absolutely central; to avoid them is folly for everyone concerned with education. When these questions are ignored, the immediate, daily, and intimate knowledge of teachers and learners is belittled because it is overlooked and trivialized. The findings of researchers and others concerned with understanding education ought to be viewed with legitimate skepticism if these people do not seriously entertain this central issue of what teaching is and of what people know in order to do it. (Freeman, this volume)
教学是什么，人们需要知道什么才能进行教学，这样的问题绝对是核心问题；与教育相关的不管什么人回避这些问题，都是愚蠢的。当这些问题被弃之不理，教师和学习者亲身的、日常的知觉和经验就遭到轻视，因为这被忽视，看作小事一桩。在看待对理解教育有所关切的研究者和其他人做出的发现时，应该带着合理的质疑心，问问这些人是否严肃地考虑过这些核心议题：教学是什么，人们需要知道什么才能进行教学。（弗里曼，本期）
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特殊原因，本期无积分问题，抱歉！
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