van Lier双3A互动理论对我国高校英语教育改革的启示  

Implications from the Double 3A Interaction Theory by van Lier for the Tertiary English Education Reform in China

作　　者：田晓婧[1] 冷慧[2] Tian Xiaojing;Leng Hui(College of Comprehensive Foundation Studies,Liaoning University,Shenyang Liaoning 110136,China;School of Foreign Languages,Liaoning Normal University,Dalian Liaoning 116024,China)

机构地区：[1]辽宁大学公共基础学院,辽宁沈阳110136 [2]辽宁师范大学外国语学院,辽宁大连116024

出　　处：《教育科学》2019年第1期75-79,共5页Education Science

基　　金：辽宁省教育厅人文社会科学一般项目"英语教育中跨文化交际能力培养的新路径:认知澳洲原住民‘梦幻’世界观的跨文化移情能力培养"(编号:W201683632)的阶段性研究成果

摘　　要：双3A互动理论由美国学者利奥·范·利尔(Leo van Lier)于1996年提出。本文在解析双3A互动理论的基础上,对其所关注的大语言意识,权责一致的自主性和真实化的学习过程进行阐释,认为这一理论体现了后现代主义教育观的生成性、动态性、多元性、协调性和开放性,对我国高校英语教育人才培养目标的设定、学习者创新思维的培养、"生师学习共同体"的建立以及英语教育质量提升有重要借鉴意义。The double 3 A interaction theory on foreign language education was proposed by the American scholar Leo van Lier in 1996. Based on analyzing the double 3 A interaction theory, this paper elaborates on the super language awareness, autonomy of choice-responsibility as well as learning authentication. As an embodiment of the postmodern educational concept of generation, dynamism, diversity, harmony and openness, this theory contributes to the setting of student education goals, the cultivation of students’ innovative thinking, the "learning community with students and teachers" and the improvement of the quality of tertiary English education in China.

关 键 词：双3A互动 利奥·范·利尔 英语教育改革 

分 类 号：G642[文化科学—高等教育学]