论外语教育的学科定位与教师的身份认同  

On the academic positioning of foreign language education and the identity of Chinese foreign language teachers

作　　者：周燕[1] ZHOU Yan

机构地区：[1]北京外国语大学

出　　处：《外语教育研究前沿》2019年第4期11-15,90,共6页Foreign Language Education in China

摘　　要：本文从高校外语教师应具备的专业能力和素质出发,阐释外语教育的学科特色以及学科定位问题给外语教师专业发展带来的困惑和挑战。目前学术界对外语教育的片面认识造成了高校外语教学的工具化和技能化倾向,使外语教师对自己的专业前景和学科认同产生极大困惑,形成了提升外语教师专业能力发展的瓶颈。同时,不恰当的外语教育学科定位也是造成外语教师在应对新时期人才培养新标准时出现知识和能力储备不足的根源。本文提出,深刻认识外语教育的教育本质和跨学科特点,科学地对当前外语教育的学科定位进行调整是从根本上有效提升外语教师专业能力的基础保障。This paper examines the confusion and challenges brought to the university teachers of foreign languages from the perspectives of their expected professional quality and competence. It points out that, in contrast with the disciplinary features of foreign language education, the underestimation of its complexity by the academic field has brought about the instrumental and technological tendency in the current language education as well as teachers’ confusion about their academic prospects and identity. The misposition of foreign language education in the academic disciplines has resulted in inadequate knowledge and competence of foreign language teachers in training the expected foreign language talents in the new era. It calls for a deeper and clearer understanding of the educational and transdisciplinary nature of foreign language education and concludes that a more scientific positioning of foreign language education in the academic field is a fundamental guarantee for teachers’ effective professional development.

关 键 词：外语教育 学科定位 专业发展 身份认同 

分 类 号：H09[语言文字—语言学]