中美外语教育理念差异比较  

Ideological Differences of Foreign Language Education in China and the United States

作　　者：蔡永良[1] 王克非[2] 

机构地区：[1]上海海事大学外国语学院,上海201306 [2]北京外国语大学中国外语与教育研究中心,北京100089

出　　处：《外语教学》2017年第3期1-6,共6页Foreign Language Education

基　　金：王克非主持的国家语委"十三五"科研规划年度重点项目"世界语言生活观测与分析"(项目编号:ZDI135-33);教育部人文社会科学重点研究基地重大项目"国外语言生活状况调研"(项目编号:11JJD740002);国家社会科学基金一般项目"国家利益视角下的语言规划研究:中美个案对比"(项目编号:11BYY030)的资助

摘　　要：中国外语教育源自语言译介活动,具有"实用"和"功利"的价值取向,而美国的外语教育源自欧洲传统和同化异族语言文化的需要,更重视其"人文素养"和"同化功能"。"实用主义"外语教育往往导致短期效应,易发生盲目和随意性错误,而"人文主义"外语教育虽然能够获得长期成效,但因通常缺乏实用价值而失去吸引力。因此,为促进外语教育的进一步发展,中美两国均需适当调整理念,相互借鉴,相应增加人文要素和实用价值。Foreign langnage education in China, which originated from translation, bears on a pragmatic and instrumental ori- entation while in the United States, it is more of social and cultural maneuver, aculturalization on the one hand and cultivation on the other. Pragmatic ideal facilitates quick but short efficiency and even something blind and arbitrary from time to time in the undertaking whereas humanity paradigm results in a long-term fulfillment but too has defects in losing attraction for its little practical value. The guiding principles for foreign language education in both China and the United States, therefore, need ad- justment, with more humanities for the former and more pragmaticality for the latter before their foreign language education can be further improved.

关 键 词：外语教育 外语教育理念 实用取向 文化功能 

分 类 号：H319[语言文字—英语]