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本文针对我国外语界对外语教育的学科认同性与外语教师科研现状,讨论外语教育的学科归属问题及其对外语教师专业发展的导向意义。文章鲜明地阐释了外语教育研究的科学性和学术性,提出将外语教育归属于“教育语言学”或“语言教育学”。笔者强调,尽管外语教师是外国语言文学专业培养的人才,但在语言教学岗位,就专业成长和职业发展而言,他们可能对文学有兴趣,但不一定对文学研究有造诣;外语教师必须有语言学的基本知识,但不一定有从事语言学研究的能力。不论如何,外语教师不应该对外语教育研究不重视不作为,因为这是直接关乎教学质量和效益的学问,是教师职业发展或专业成长的重要途径。文章还提出了一些符合学科属性的、适合一线教师从事的研究课题和教育研究方法论方面的应用建议。
This article aims at the subject identity of foreign language education in foreign countries and the status quo of foreign teachers’ research, and discusses the subject attribution of foreign language education and its significance to the professional development of foreign language teachers. The article clearly explains the scientific and academic research of foreign language education and proposes that foreign language education should be attributed to “educational linguistics” or “linguistics”. The author emphasizes that although foreign language teachers are professionals trained in foreign language and literature, they may have an interest in literature in terms of language teaching and professional growth as well as career development, but not necessarily attainable in literary studies. Foreign language teachers must have The basic knowledge of linguistics, but not necessarily the ability to engage in linguistic research. In any case, foreign language teachers should not ignore negligence in foreign language education research, because this is a direct concern with the quality of teaching and effectiveness of learning, is an important way for teachers to career development or professional growth. The article also puts forward some application suggestions that accord with the subject attributes and are suitable for front-line teachers engaged in research topics and educational research methodology.