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西方外语教学研究学派纷呈、新的研究领域不断被开拓的一个重要原因就是其理论研究者的思考是基于对语言习得之“是”与“真”所持的立场。结构主义、转换生成语法、系统功能语法、语用学等理论展示了由外向内、由个体到社会等一系列关于什么是语言的哲理认识转变,而每次转变都催生了新的语言教学理论,开创了新的研究范式与方法,促进了对语言教学愈加深入的认识。这对我国大学外语教师和教学研究者应当具有借鉴意义。理论始于问题意识。在当前认知语言学方兴未艾的情况下,我们如果能够基于汉语的认知特点进行反思,将有可能发现新的研究问题或者对老问题提出新的解释,从而形成具有中国特色的大学外语教学研究理论体系,甚至独立的外语教学理论学派。
An important reason why western foreign language teaching and research schools are flourishing and new fields of research are constantly being developed is that their theoretical researchers think their position is based on “yes ” and “true ” of language acquisition. The theories of structuralism, transformational grammar, system functional grammar and pragmatics have demonstrated a series of philosophical changes about what is language from the outside to the inside and from individual to society, and each transition has given birth to a new language teaching theory , Opened up new research paradigms and methods, and promoted a deeper understanding of language teaching. This should be of reference to foreign language teachers and teaching researchers at universities in our country. Theory begins with problem awareness. In the current situation of cognitive linguistics in the ascendant, if we can reflect on the basis of the cognitive characteristics of Chinese, we may find new research questions or propose new explanations for the old ones, so as to form a university foreign language teaching research with Chinese characteristics Theoretical system, and even independent foreign language teaching theory school.