本研究以活动理论为视角，采用活动系统分析方法，探究某英语教师专业学习共同体发展过程中出现的主要矛盾及主体应对矛盾的拓展学习过程。本研究旨在为外语教师学习共同体的创建及发展提供借鉴，也意在呈现活动系统分析作为描述性研究方法在外语教师教育研究中的应用。

Using Activity theory as a theoretical lens and activity systems analysis as a method, this study explored the major contradictions in an EFL teacher professional learning community (PLC) established through a university-district-school partnership, and also the study described the expansive learning process in which the community members tackled the contradictions. Multiple sources of data were collected, including interviews, observations, and documentation. Findings revealed four levels of contradictions: the primary contradiction between the university researcher and school teachers, the secondary contradiction between imparting theory and teacher learning, the tertiary contradiction between existing practice and new design, and the quaternary contradiction between practical engagement and academic research. Accordingly the community members took a series of strategic actions, including questioning and observation, analysis and proposal, examination and implementation, and reflection and resolution. The study may offer insights about nurturing language teacher PLCs, and overcoming contradictions in similar joint activities. Furthermore, the study highlights the potential of activity systems analysis as a descriptive research tool for its meaningful application in language teacher education research.