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在20世纪80、90年代之前,作为外语或第二语言的西方英语语言教学(ELT)与普通教育研究和课程理论在很大程度上保持隔离状态,其原因可归咎为该领域“重语言,轻教育”的取向。这种取向表现为语言教学理论与实践采纳应用语言科学模式、将自身学科定位于语言学以及对从业人员实施纯粹的语言学专业教育。“重语言,轻教育”取向导致语言教学理论与实践游离于教育主流之外、语言教学的课程发展理论建设不完善、语言教学从业人员的教育专业学养缺失等后果。
Prior to the 1980s and 1990s, ELT and general education research and curriculum theory as a foreign language or second language were largely isolated by reason of the “heavy language” , Light education "orientation. This kind of orientation manifests as the language teaching theory and practice adopts the applied language science model, locates one’s own subject in linguistics and implements pure linguistics major education to the practitioners. The emphasis on language and light education leads to the dissociation of the theory and practice of language teaching from the mainstream of education, the imperfect construction of the theory of curriculum development in language teaching and the lack of professional education of language teaching employees.