全球化背景下外语教学工具与素质之争的意义  

FLT in the Age of Globalization:Developing Humanistic Qualities or Serving as a Tool

作　　者：蔡基刚[1] 

机构地区：[1]复旦大学外文学院,上海200433

出　　处：《外国语》2010年第6期33-40,共8页Journal of Foreign Languages

基　　金：国家社科基金项目"转型时期大学英语教学发展现状调查及对我国外语人才培养政策制定的影响研究"(项目编号:09BYY027);上海市教委科研创新项目"后大学英语教学的特征与对策研究"(项目编号:09ZB15)的阶段性成果

摘　　要：在外语界几乎一边倒地认为外语教学是素质教育课程的情况下,本文提出不同的看法。文章在区别了外语教育和外语教学、中小学外语教学和大学外语教学、外语专业和非外语专业的差异后,认为外语教学是素质教育还是工具性教学的讨论超过其本身的意义。尤其是在大学英语领域内,它涉及到我国大学英语的能力培养目标定位,大学英语是必修还是选修课程,是通用英语还是专业英语等核心问题。文章认为工具说,在全球化背景下不仅仅是对现行的大学英语课程的挑战,也是对现行大学教材的挑战,对大学英语教师的挑战,对整个大学英语教学发展方向,乃至整个中国外语教育体制的挑战,其意义是深远的。The paper challenges the concept which is popular in the foreign language teaching（FLT） field, the concept that our FLT is the developing of learners＇ humanistic qualities rather than serving as a tool. Based on the analysis of the distinction between foreign language education and foreign language teaching, between FLT at primary and high schools and at a tertiary level, and between foreign language majors and non-foreign language majors, it holds that the debate goes beyond its academic significance in the field of College English Teaching（CET）. It involves the goal of CET, the nature of College English as a compulsory or optional course, and as GE or ESP. The emphasis of CET on its practical purpose will exert a profouiad influence on the change in its current curriculum, its material development, its teaching staff, its orientation, and finally the whole system of Chinese foreign language education.

关 键 词：全球化背景 外语教学 素质教育 工具性教学 

分 类 号：H319[语言文字—英语]