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民国时期的大量中小学英语教科书是随着西方教育思潮的传入和中国传统教育价值观的转型而出现的，其内容、风格和编纂方式等呈现出的话语特征体现了不断变化的文化思维方式、意识形态和教育价值观。这种教科书里的文化话语变迁让我们看到外语教学不仅仅教文化，其本身就是一种文化和历史现象，而非凝固不变的知识体系。重温这些教科书，可为当下英语教材的编写和选择提供一个历史和文化视角，促进英语教育的多样性、开放性和包容性。

本文从思辨能力的视角出发，以阅读活动和问题设计为切入点，分析和对比了中德两套初中英语教材。研究发现，两套教材都关注学生思辨能力的培养，并循序渐进地将思辨能力融入阅读任务中，但它们对各分项技能的关注程度和发展方式略有不同。因此，本研究建议教材编写者依据国家课程标准和学生的认知水平，进一步关注阅读活动中分析类、推理类和评价类任务的分布和类型，促进学生对文本的深入理解和适度质询，提升中学生的思辨能力。

本研究分析大学英语教材中华文化呈现的内容和方式。研究发现：1）大学英语教材呈现的中华文化内容主要涵盖现代文化和传统文化；2）大学英语教材中华文化的呈现方式以翻译和选词填空隐性呈现为主。基于对大学英语教材的分析，本研究围绕大学英语教材应呈现的中华文化的内容比例和形式等展开讨论。

This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach because they influence the taught curriculum, teacher development and student learning. The study was therefore grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and affective change and constructivism. To address this study's qualitative and exploratory purposes, it made use of the qualitative paradigm at the levels of ontology (multiple curriculum realities), epistemology (interaction with rather than detachment from respondents) and methodology (using idiographic methodology and instruments). In line with the qualitative paradigm, it used qualitative case-study (method), general interviews, pre/post-lesson interviews, group interviews and participant observation (data collection methods) in addition to grounded theory (data analysis approach) to meet the research purposes. Working with English as a foreign language (EFL) teachers and mixed-nationality college students, the study reached a teacher curriculum approach classification comprising curriculum-transmission, curriculum-development and curriculum-making. It recommended alternatives for teacher, student and curriculum development, curriculum implementation and teacher training.

This qualitative study examines the learner-directed motives that cause English as a Foreign Language (EFL) teachers to approach curriculum differently, as curriculum-transmitters, curriculumdevelopers, or curriculum-makers. This study’s conceptual framework was grounded in teacher curriculum development, curriculum implementation, curriculum-making, student cognitive and affective change, and social constructivism. The study made use of the qualitative paradigm at the levels of ontology (multiple curriculum realities), epistemology (interaction with rather than detachment from respondents), and methodology (using idiographic methodology and instruments). The research design involved qualitative case studies (Yin, 1994) as the research strategy and general interviews, pre- and post-lesson interviews, group interviews, and participant observation. Grounded theory was the data analysis approach. Based on work with college students from various countries, the study concluded that learner-directed motives, particularly student schematic, affective, pragmatic, and subject-content needs had significantly driven EFL teachers to implement various curricula. Learner content styles were also found to have an impact on the ways teachers approach curriculum. The results indicated positive relationships between learner-directed motives and the teacher curriculum-developer and curriculum-maker’s approaches. In contrast, negative relationships between learner-directed motives and the teacher curriculum-transmitter’s approach were established. The study provides recommendations for curriculum development, teacher education and future research. 

This qualitative study examined the impact of teacher curriculum approaches (curriculum-transmitter/ curriculum-developer/ curriculummaker) on student cognitive change (reading, writing, speaking, and listening abilities) and their affective change (motivation and interests). This study’s conceptual framework was grounded in teacher curriculum development (Ben-Peretz 1990; Remillard 1999; Craig 2006), curriculum implementation (Snyder, Bolin, and Zumwalt 1992; Randolph, Duffy, and Mattingly 2007), curriculum-making (Clandinin and Connelly 1992; Doyle 1992; Shawer 2003), student cognitive and affective change (Erickson and Schultz 1992; Craig 2001) and social constructivism (Vygotsky 1978; Wells 1999; Terwel 2005). The study made use of the qualitative paradigm at the levels of ontology (multiple curriculum realities, Jackson 1992), epistemology (interaction with rather than detachment from respondents) and methodology (idiographic methodology and instruments) (Guba and Lincoln 1994; Cohen, Manion, and Morrison 2000). Research design involved qualitative evaluation (Clarke 1999) as the research strategy and general interviews, pre- and postlesson interviews, group interviews and participant observation. Grounded theory (Glaser and Strauss 1967; Strauss and Corbin 1998) was the data analysis approach. Based on work with English as a foreign language (EFL) teachers and mixed-nationality college students, the results indicated that classroom-level curriculum development improved student learning and motivation; whilst curriculum-transmission did not result in significant student learning or increase their motivation. The study provides recommendations for curriculum and school development and future research.

This qualitative study examined the impact of classroom-level teacher professional development (CTPD) and curriculum transmission on teacher professional development and satisfaction. Based on work with English-as-aforeign-language college teachers and students, data analysis showed that CTPD significantly improved student–teacher subject, pedagogical and curricular skills and professional satisfaction. Data analysis, however, indicated that teacher curriculum transmission resulted in neither teacher professional development nor satisfaction. The study provided recommendations for teacher, curriculum and school development. 

The term ‘authenticity’ has sparked off a lot of discussion in the fields of linguistics, materials design, and language learning; a consensus, however, has not been reached on a precise definition. In this article, a distinction is made between text authenticity and learner authenticity. A set of guiding principles for making textually authentic materials learner authentic is suggested. Finally, a three-week supplementary English programme, which was devised for a group of Hong Kong Polytechnic students based on these principles, is described.

Textbooks research over the last two to three decades tends to suggest that the availability of textbooks, especially in schools in developing countries, is associated with student achievement. Such conclusions based largely on quantitative studies provide very little information about pupils’ access to and use of books, and the actual interaction between teachers, pupils and texts. This case study of classrooms in a public primary school in Ghana draws on observation, interviews and focus group discussions with teachers and reveals how a wide range of factors determine pupils’ access to literacy, including classroom dynamics, class size, seating arrangements, classroom norms and culture, and teachers’ understanding and interpretation of the official textbook policy.

This study contributes to current research on foreign language textbook use by analyzing Teaching Assistants’ (TAs) textbook use. Three TAs, teaching different sections of the same intermediate level course, were observed and audiotaped during the teaching of a book chapter, i.e., five lessons of fifty minutes each. The lessons were verbatim transcribed to create a classroom corpus. McDonough, et al. (2013) criteria were used to identify textbook adaptations and Shawer’s (2010) strategies for inclassroom curriculum delivery were explored. Results show that adaptation of activities was a very frequent process showing instances of all of McDonough et al.’s categories, with the exception of simplifying. By far the most recurrent adaptation was deleting. Despite using the same textbook and syllabus, the lessons of each TA turned out differently because of their adaptations and their own teaching priorities. Thus, these TAs showed strategies of both curriculum-transmitters and curriculum-developers (Shawer, 2010).  

The major thrust of the study was to explore the relationships between what a group of Algerian learners claimed to have learned from lessons and the interactive work in which, together with their Algerian teacher, they have participated. This opportunity is taken to examine, in the light of our data, some variables, claimed by classroom centered and second language acquisition studies to be, in some strong sense, relevant to second language development. These variables are: the impact of frequency of language use, the effect of the use of conversational adjustments (CAs) in the discourse, and the role of participation in the classroom. The analysis of the learners' responses has led also to the examination of the importance of the participants' topicalisation. Besides the investigation of the claims, the data was used to test the limits of direct classroom observation to provide answers as to how second language learning develops in the classroom. Two types of data were necessary for the investigation of the issue: Learners' specific claims collected through questionnaires, and detailed accounts of the learning opportunities obtained through systematic observation of 11 hours of audio- recorded naturally occurring classroom data. The latter set was supplemented with field notes taken by the observer and author of this study. The numerical information obtained through the analysis of the data was used in combination with a qualitative analysis of the classroom interaction to derive the following suggestive findings. The relationship between interaction and uptake was seen, in this study, to be far more complicated and indirect than the claims made by others in the field might have led us to believe. Frequency of the ttl teacher's use of language presented a rather low correlation with the students' learning outcomes. The use of CAs did not show an overall significant correlation with the learners' claims. Most of the coding schemes used to quantify learner input generation failed to show a correlation between interaction and progress. A weak correlation appeared between interaction and achievement. The examination of the theme of topicalisation has shown the learners, as discourse initiators, to be more influential than the teacher on what gets claimed to be learned in this specific instructional setting. 

关系思维取向的教学视角下,教材可以被看作是具体教学材料与课程实施、教学设计、外语学习、教师发展等教学方面的关系,是一个关系概念而非实体概念。因此,教材使用便是教材研究的核心问题,教材研究同时也应在复杂教学系统的大背景下更加关注具体教学材料与上述教学方面的互动关系。 

作为英语教学过程中的两大要素，教材和教师有着密不可分的联系。然而目前学界对教材在教学过程的作用及其与其他要素间的关系研宄都较为缺乏。现有英语教材方面的理论研宄均指出，有必要对教材在教学过程、教师发展中的作用及教师对教材的信念做深入的实证研究。同时，为了进一步凸显各项教学改革中教师的作用并为教师的专业发展提供支持，有必要对教师的教学信念及教学行为进行跟踪研究，从而更加清晰地勾勒出教师与教学环节中诸要素的相互作用及影响关系。本研宄首先通过一项问卷调查了解我国中学英语教师对教材的普遍看法及使用习惯，随后以一项教改实验为契机，跟踪观察四位实验教师参与实验以来在教师信念及教材使用方面教学行为的发展变化，从而分析影响教师在教改实验中的表现及专业发展的因素。本研究采用问卷调查和个案分析相结合的研究方法，一方面对华东地区三省一市的375位中学英语教师进行问卷调查，另一方面通过两年多的跟踪研究，对四位实验教师的教师日志、教学课件、课堂教学实录及访谈等进行分析，记录并探讨了各位教师对教材的信念及使用行为的发展变化。本研究以中国的外语教学为背景，在现有教材及教师相关研究发现的基础上，深入探讨了教材与教师的关系，并构建了与教材相关的教师信念及教学行为的研宄分析框架。教师的教材观涵盖三个方面：教材在教学中的重要性、教师心目中的教材角色以及“好教材”的标准。对教师的教材使用行为分析则从以下三个方面入手：教师对教学材料的选择和调整、教学活动设计及教材评估。研宄旨在回答三个问题：（1)中学英语教师普遍如何看待及使用教材？（2)教学改革背景下，教师对教材的看法及教材使用行为如何发展变化？（3)教师对教材的看法及使用受哪些关键因素的制约和影响？调查研究发现，教师普遍视教材为教学过程中的重要因素，大多数教师将教材的作用归为提供资源和指导，并认为一套好的教材最重要的是要符合学生及当地的实际情况。尽管如此，问卷调查和个案研究均发现由于受应试教育及教材审定等制度因素的影响，中学英语教师基本上都围绕指定教材开展教学，不敢越雷池一步。同时，由于缺乏动力、缺少教材反馈的途径及相关培训经验，大多数中学不会组织系统的教材评估，中学教师也不会自主地评估教材，教材评估仅限于教师个人的主观评价。本研究表明，中学教师普遍认为教材使用及备课过程中的教学活动设计是教师专业能力中必备的技能，并希望在相关的教师培训项目中融入教学活动设计方面的实践指导。因此，为了使教师培训更加贴近教师的需求以及日常教学实践，教师职前/在职培训应加入针对教材使用的实践指导，从而提高培训的有效性。个案分析进一步揭示了教材在中学英语教学背景下一项教学改革中的作用。研究为教师信念研究的已有发现提供了佐证：深入改变教师信念很难。但是我们可以通过引入新的教材或借助教材开展定期的有针对性的教师培训逐步实现教师的角色转变，使之成为改革的主动推进者。研究发现，实验教师在教改实验中的教材理念和教学行为会受到多方因素影响：个人因素（教师个人的教学观、教学能力及语言能力、教师信念等)、环境因素（应试教育大环境、学校制度、学生及家长等）以及教学改革的因素（新教材的引入、课程设计、实验理念、教师培训等)。其中环境因素较难控制，个人因素可以通过教学改革因素进行调节，从而进一步影响教师的教学行为和理念。本研究认为，教材可以作为促进教师发展、实施教师培训的一项重要工具，也可以成为一线教师、科研人员、教材开发者及教师培训者之间的沟通交流平台。我们可以通过向教师提供丰富的教材资源，在教师培训中融入教材理论及使用的环节，帮助教师把握教材所体现的教学理念和特色，分析开展教学活动设计，给教师的教材选用、评估和开发等提供支持和帮助。本研究为今后的教材开发与评估、教师培训、教改实验设计与实施等实践工作提供了可行性建议，并为相关研宄提供了可借鉴的研宄和分析框架，有着理论和实践的双重意义。