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本研究运用质的研究方法,对广州高校九位资深外语教授进行半结构式访谈,力图理解1950—1990年代三代教师的职业关系、教育观念和课堂教学操作方式,探索华南外语教育传统的特征和基本概念。本文根据Stern(1983)和张正东(1987)的基本要素,整合一个“人际.精神.物质”合一的分析框架。数据分析结果表明:华南外语教育传统起源于新中国成立初期跨地域的院系调整之后的多元师资背景;华南外语教育的快速发展源自敢为人先的创新务实的本地文化、辩证的教育理念、重视语言基本功和语言学科的风气。华南地区因地域优势而成为最早接触国外最新资讯、通过原版教材最快引进国外教学理论和方法、最早实施本土化的交际英语教材和外语考试改革的地区之一。
This study uses semi-structured interviews with nine senior foreign language professors in Guangzhou University to find out the occupational relationships, educational concepts and classroom teaching modes of the three generations of teachers in 1950-1990 and to explore the characteristics and basicities of South China’s foreign language education tradition concept. Based on the basic elements of Stern (1983) and Zhang Zhengdong (1987), this article integrates an analytic framework of “interpersonal, spiritual and material” unity. The results of data analysis show that the tradition of foreign language education in South China originated from the background of multiple faculties after the adjustment of the departments in different regions in the early days of New China. The rapid development of South China foreign language education originated from innovative and pragmatic local culture, dialectical education concept, Emphasis on language basic knowledge and language discipline. Due to its geographical advantages, South China is the earliest one who has been in contact with the latest information from abroad, the fastest introduction of foreign teaching theories and methods through original textbooks, and the earliest implementation of localized communicative English textbooks and foreign language examination reform.