二／外语教育研究范式的哲学思考：定性与定量研究设计决策的交互制约  

Paradigms in Second /Foreign Language Education Research: Co-adaptive Decision-making Processes in Qualitative and Quantitative Research Designs

作　　者：龚嵘[1] 

机构地区：[1]华东理工大学外语学院,200237

出　　处：《外语教学理论与实践》2013年第3期39-46,81,共9页Foreign Language Learning Theory And Practice

基　　金：教育部人文社科一般规划项目(10YJA740025);华东理工大学文科培育基金项目(WS1122002)资助

摘　　要：研究范式是数据驱动型研究之灵魂,本文从研究范式角度思考中国英语教育研究的新生长点。全文分三部分:首先,基于本体论、认识论、方法论的哲学假设,梳理定量与定性研究设计的范式理论视角(实证主义vs.阐释主义)。其次,通过MLJ、TQ、SSLA等杂志透视国外二语教育研究范式的多元化变迁,剖析定性与定量研究各决策环节间的制约关系,揭示宏大理论取向与范式理论视角对两种研究设计的显性、隐性影响。最后,针对我国英语教育研究现状,探讨阐释主义定性研究在课题拓展、理论探索等方面的潜在贡献。Paradigm is the soul of data-driven research.From the perspective of research paradigms,the present paper attempts to identify the new growth points in English education research in China.The whole argument consists of 3 sections.First,paradigm theoretical perspectives(positivism vs.interpretivism) for quantitative and qualitative studies are analyzed in terms of philosophical assumptions concerning ontology,epistemology and methodology.Second,based on survey results from MLJ,TQ and SSLA journals,the paper justifies a paradigm profusion trend in recent second / foreign language teaching and learning research,and further explores co-adaptive decision-making processes in quantitative and qualitative designs,especially the explicit / implicit influences from paradigm theoretical perspectives and grand theories.Finally,in view of the current situation of English education research in China,the contributions of interpretivist qualitative research are predicted in terms of research topic expansions and new theoretical explorations.

关 键 词：研究范式 实证主义 阐释主义 定量研究 定性研究 

分 类 号：H09[语言文字—语言学]