关于外语教师语言属性的思考  

On the Properties of the Foreign Language Teachers' Speech

作　　者：蔡龙权[1] 

机构地区：[1]上海师范大学外国语学院,上海200234

出　　处：《上海师范大学学报（哲学社会科学版）》2012年第6期119-129,共11页Journal of Shanghai Normal University(Philosophy & Social Sciences Edition)

基　　金：国家社科基金研究项目"中国英语教师话语规范研究"资助(10BYY019)

摘　　要：文章试图探讨外语教师的语言属性。从语言与言语、口语与笔语、课内语言与课外语言、通用语言与专门语言、汉语与外语、英语与其他外语、大学中学与小学英语教师等几个基本概念出发,文章对外语教师的语言进行了类分,得出首层内容语言与方式语言的区分。内容语言分出下层构成显性的本文内容语言与隐性的扩展内容语言;两者再细分到各自构成的课文内容语言与练习内容语言、课文联结扩展语言与练习巩固扩展语言。方式语言同样分出下层解释性语言与协调性语言,解释性语言包含疑难解释语言与问答解释语言,协调性语言包含过程转换协调语言与活动管理协调语言。在此基础上,从通用与专门、示范与规范、工具与本体的对比,文章论证了外语教师语言特定的重要性。文章依据2000年《高等学校英语专业教学大纲》要求培养的"复合型人才",文章指出外语教师语言具有专门语言和通用语言的两重性。注意到母语与外语不同的学习过程和结果,外语教师语言在外语教学中不可或缺的语源功能,承载思想的语言本身就是思想的体现,文章认为,外语教师的语言是一个不细心促进则退化或石化的生命体。This paper attempts to investigate the properties of the foreign language teachers＇ speech （FLTS in short below）. It, first of all, refines the conceptual relations between language and speech, spoken language and written language, in - class speech and after- class speech, general language and specific language, Chinese and foreign languages, English and other for- eign languages, teachers of primary, secondary, and tertiary education. Then the paper breaks down the FLTS into two major cat- egories, content language and medium language. Content language is further classified into overt textual content language and covert supplementary content language, each of which finds their subordinates respectively in text language, exercise language, and text - association language, exercise - reinforcement language. Accordingly, medium language is divided into explanatory language and coordinative language with the former composed of problem - clarification language and question - answer explana- tion language, whereas the latter of procedure - transition language and activity - management language. On these bases, the pa- per looks into the particular importance of the FLTS, thereby being compared the general and the specific, the model and the standard, the instrument and the noumenon. Along with the inter - disciplinary talents targeted in The Outline for Teaching Eng- lish as a Major in Institutions of Higher Education, the paper argues that the FLTS is bifocal in both the general language and the specific language. It is noted that the process and the result of the foreign language learning is different from those of the mother tongue, that the FLTS acts as an indispensable language source in students＇ in - class learning, and that language as a thought - carrier is in essence a thought -producer. The paper, therefore, concludes that the FLTS is such an entity that it retrogresses or becomes fossilized if not cared in constant development.

关 键 词：外语 教师 语言 属性 本体 思想 发展 

分 类 号：H319[语言文字—英语]