Learner Autonomy in the National English Language Curricula for Chinese Universities 1978-2007:A Historical Analysis  

中国大学英语教学大纲中“学习者自主性”概念的历史研究(1978-2007)

作　　者：Shi Pu 濮实(北京外国语大学中国外语与教育研究中心)

机构地区：[1]Beijing Foreign Studies University

出　　处：《Chinese Journal of Applied Linguistics》2020年第1期83-104,127,共23页中国应用语言学（英文）

基　　金：This work was supported by the MOE Project of Key Research Institute of Humanities and Social Sciences in Universities in China.

摘　　要：This historical study investigates the concept of learner autonomy in the national English language curricula for Chinese universities.It seeks to understand the meaning of learner autonomy in China and the intentionality of promoting this concept through the curricula from 1978 to 2007.By adopting Quentin Skinner’s intentionalist approach to analyzing the history of ideas,this study conducted a systematic document analysis of three national curricula in relation to their linguistic and practical contexts constituted of 169 Chinese academic articles in total.The study revealed that learner autonomy mainly referred to students’motivation and ability to work hard on their own outside the classroom in the Chinese context.Importing this concept,however,caused ideological confusion and exacerbated the disempowerment of teachers within the dynamics of China’s English language education at the tertiary level.The study raises awareness for borrowing concepts across different cultural contexts and has implications for research,policymaking,teacher development,and pedagogical practice in second language education in China.本研究聚焦分析中国大学英语教学大纲中"学习者自主性"这一概念在1978-2007年间的历史发展,旨在理解这一概念在中国语境下的具体意义,并探讨大学英语教学大纲推广这一概念的潜在意向。本研究使用昆廷·斯金纳在思想史研究中使用的意向论框架,对该历史时期三份主要的大学英语教学大纲进行文本分析,并基于169篇中文学术期刊论文透析大纲与其产生的语言环境和社会环境之间的关联。研究表明,在中国的语境下,"学习者自主性"这一概念指的是学习者课外独立学习的动机和能力。然而,将这一概念引进中国造成了意识形态和话语层面的混乱,将中国大学英语教师置于困境,在话语上降低了教师这一群体的地位和自主性。本研究表明,必须批判性地理解跨文化领域中概念迁移的复杂过程及后果。该研究结果对中国外语教育领域的研究、政策制定、教师发展以及教学实践有启示意义。

关 键 词：learner autonomy autonomous learning English language curricula for Chinese universities history of second language education teacher development intentionalist approach 

分 类 号：H319.3[语言文字—英语]