Exploring JFL Teachers’ pedagogical content knowledge through classroom narratives

抄録

This study used the discourse-oriented narrative analysis to approach the classroom narratives of three JFL intensive reading teachers, in order to investigate their pedagogical content knowledge(PCK). Data analysis showed that in the dimension of contents of teaching, teachers' PCK is reflected in the use of classroom narratives to provide comprehensible input and language demonstration for students, and guide students to establish correct concepts; In the dimension of instructional methods, the teacher's PCK is manifested in emphasizing the teaching focal points and giving examples to illustrate abstract concepts with the help of classroom narratives; In the dimension of students, teachers' PCK is reflected in establishing harmonious teacher-student relationship through classroom narratives. Among them, providing language demonstration is the common feature of foreign language teachers' PCK, while leading thoughts is the unique feature of teachers' PCK in the context of foreign language education in China.