生成式人工智能在外语教育中的应用:关键争议与理论构建  

Harnessing generative artificial intelligence in foreign language education:Critical debates and theoretical construction

作　　者：郑咏滟 Zheng Yongyan

机构地区：[1]复旦大学外文学院

出　　处：《外语教学》2024年第6期48-53,共6页Foreign Language Education

摘　　要：为深入理解人工智能给外语教育带来的机遇与挑战,本文剖析生成式人工智能应用在外语教育中的关键争议,并探讨核心理论议题。本文首先回顾了人工智能赋能外语教育的历史演进与现状,指出生成式人工智能带来的内容真实性与安全性、刻板印象与文化偏见、意见多样性与创新性降低、智能鸿沟和社会不公等问题。考虑到生成式人工智能介入外语学习具有多主体性、多方向性、群体网络性等特征,立足于主客体分离、个体学习内化等观点的传统理论视角难以应对这些根本变化。因此,本文提出引入根茎学习理论,倡议构建协商互联二语习得框架,激发学习者的认知能动性,有效完成外语学习目标。This study examines the critical debates and key theoretical issues related to the application of generative artificial intelligence(GenAI) in foreign language teaching with the aim to gain a deeper understanding of the challenges and opportunities brought by Gen AI to foreign language education.It begins with an overview of the historical evolution and current states of AI in language learning,identifying key concerns such as content authenticity and safety,stereotypes and cultural bias,reduced diversity of opinions and creativity,as well as the digital divide and social inequality.In view of the multiple agents,multiple directions and collective networks involved in AI-empowered language learning,the paper argues that traditional theoretical frameworks grounded in subject-object dichotomy and individual knowledge internalization are inadequate for addressing these fundamental changes.To bridge this gap,the study proposes to enlist the Rhizome theory and propose a framework to account for negotiated connected second language acquisition,with the aim to trigger the learner's epistemic agency and hence achieve the learning goals.

关 键 词：生成式人工智能 外语教育 争议 根茎理论 

分 类 号：H319[语言文字—英语]