外语教育学视域下教师语言综合素养的多维度探析  

A multidimensional exploration of teacher integrated language literacy from the perspective of Foreign Language Education Studies

作　　者：徐锦芬[1] 杨嘉琪 Xu Jinfen;Yang Jiaqi

机构地区：[1]华中科技大学外国语学院

出　　处：《外语教学》2024年第6期42-47,共6页Foreign Language Education

基　　金：教育部人文社会科学重点研究基地重大项目“新发展阶段中国外语教育自主知识体系创新研究”(项目编号:22JJD740011)的阶段性研究成果。

摘　　要：外语教师的语言综合素养是实现外语教育教学目标的重要保障,素养的高低直接影响到外语教学的效果以及学生语言能力和跨文化交际能力的发展。本文聚焦外语教育学中的教师语言综合素养,首先从母语/外语知识和技能、跨文化交际能力、语言意识、外语教学能力以及学术读写能力等方面界定其内涵,强调这些素养相互关联、相互作用,共同构成教师语言综合素养的整体框架。然后,从多维度分析当前外语教师语言综合素养的现状及其存在的问题,并剖析其原因。最后,从多视角提出相应的提升策略和建议,旨在为外语教师的专业发展提供参考,同时也希望能够引起更多学者对外语教师语言综合素养的关注,从而更好地推动外语教育学这一新兴学科的创新性发展。The integrated language literacy of foreign language(FL) teachers plays a crucial role in achieving the goals of FL education,as it directly influences the effectiveness of teaching,as well as the development of students' language abilities and intercultural communication skills.This paper focuses on the integrated language literacy of teachers within the field of Foreign Language Education Studies(FLES).It begins by defining the concept through aspects such as native/foreign language knowledge and skills,intercultural communication competence,language awareness,FL teaching ability,and academic reading and writing skills,highlighting the interrelated and interactive nature of these components,which together form the overall framework of teachers' integrated language literacy.The paper then offers a multidimensional analysis of the current state and existing challenges of FL teachers' language literacy,examining the underlying causes.Finally,it proposes strategies and suggestions from multiple perspectives to enhance this literacy,aiming to support the professional development of FL teachers and draw greater scholarly attention to this issue to further promote the innovative development of FLES.

关 键 词：外语教育学 外语教师 语言综合素养 

分 类 号：H319[语言文字—英语]