| 中国英语教学与研究的新构架：感知、实践与范式 |
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| 引用本文： | 沈惠忠,袁轶锋.中国英语教学与研究的新构架：感知、实践与范式[J].外语教学理论与实践,2013,2(1):1-7. |
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| 作者姓名： | 沈惠忠 袁轶锋 |
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| 作者单位： | 悉尼大学 |
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| 摘 要： | 本文通过对英语教学与研究相关文献的审视，指出了当前中国英语教学与研究所存在的误区，即忽视或摒弃自身语言文化和身份特性。在教学中，刻意模仿第一语言英语，试图达到英语为母语说话者准确、流利、自如地使用英语的程度。在科研中，一味效仿西方英语研究模式，其关注点往往是有待完善的学生英语。与此同时，本文结合中国英语教学与实践的现状，对中国式英语进行反思，在此基础上，对中国式英语重新定义。运用传统的中国儒学原理，并融入相应的西方学习理论和语言学习理论，笔者提出了全新的中国式英语教学模式，旨在于帮助中国英语学习者在本土化双语学习语境中更有效地掌握和运用语言知识，提高语言能力，达到最大的学习效果。更重要的是，以儒学原理为指导的教学模式，将使我们在教学和科研过程中进一步完善自我，不失民族及文化特征，对学生和教师都提出了一个明确可达到的学习和培养目标。
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| 关 键 词： | 中国式英语 教学与实践 教学模式 儒学原理 |
Reframing Research and Teaching of English in China: Perception,Practice and Paradigm |
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| SHEN Hui-Zhong,YUAN Yi-Feng.Reframing Research and Teaching of English in China: Perception,Practice and Paradigm[J].外语教学理论与实践,2013,2(1):1-7. |
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| Authors: | SHEN Hui-Zhong YUAN Yi-Feng |
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| Abstract: | Using related research as a point of departure, this paper argues that current teaching and research in the Chinese EFL classroom is problematic on a number of accounts. Pedagogically, it tends to overlook, though often subconsciously, learners’ own language and culture in maintaining and constructing their bilingual identities in language learning. There is unrealistic aspiration on the part of EFL learners and their teachers to acquire a native-speaker English. In research practice, this misconception is also reflected in its focus on learner English or English in development measured by the yardstick of a native speaker English standard. A new framework has been proposed for teaching and researching English in China by drawing together key traditional Confucian principles and Western learning and language learning theories. Within such a framework, it is argued that a contextual localized approach would better facilitate the learning process, in which Chinese EFL learners may be able to develop a broad linguistic and cultural repertoire for optimal learning outcomes. More importantly, the new framework informed by Confucian principles aims to set realistic and achievable goals for both language learners and teachers, who may also need to see language learning and teaching as a process of developing and displaying unique bilingual and bi-cultural traits. |
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