外语教学研究的新视野：从教学走向教师

New perspectives in researching language teaching: from teaching to the teacher

本文探讨当前外语教学研究的社会文化转向，注意到三个重要发展趋势：a) 课程作为[发展]、[设计]的对象转向作为批判解读对象，课程被看作是一种话语、一种社会活动文本；b) 从以提高教学质量为目的的方法论研究转向把教师转变为探索者的人的研究，并为此探讨转变学校机构文化的途径；c) 从传统的以实证主义为基础的研究范式转向一种针对意义产生过程的诠释性研究。外语教学的社会文化转向代表着一种新的外语教育价值观的苏醒，一种以人为本、挖掘情境化意义（situated meanings）的教育范式的形成。

The paper explores the current sociocultural turn perspectives in current researching language teaching. Three tendencies were identified: a) a shift from taking curriculum as an object of studies from [development] and [design] to taking it as an object for [critical reading] (or understanding)， treating it as a form of discourse and as an active socially dynamic text; b) a shift from methodological research that aims at better teaching efficiencies to research focusing on the human factor， taking the teacher as an inquirer; c) a paradigm shifting in research methodology， where the traditional positivism is no longer the dominant method: an interpretive approach focusing on meaning-making process becomes an alternative. The sociocultural turn marks the awakening of a new kind of values — the development of humanist-oriented pedagogic practice that explores situated meanings.