试论[面向行动教学法]的理论基础及其对外语教学的影响

[Action-oriented approach]: Theoretical basis and influence on foreign language teaching

《欧洲语言共同参考框架：学习、教学、评估》提出了[面向行动教学法]理念，其根本意义在于从认识论和教学法的层面肯定了学习者在外语教学与学习进程中的主体地位，也就是由体制下的语言知识的被动接受者（学校要我学）变成体制下的语言知识的主动学习者（我要在学校努力学），以便尽可能地成为目的语国家的社会一分子。其理论渊源，一是借鉴了当前在欧美教育界盛行的通过[任务]实现[能力教育]的研究成果；二是深受行动语言学理论的影响。从理论上认知[面向行动教学法]，有助于我们深刻理解欧洲共同参考框架这份划时代的欧洲现代外语教育的纲领性文献，有助于我们及时跟踪并把握当代外语教育的国际趋势，但更重要的是学会从中汲取经验和教益，反思我们中国自己的外语教学与教育。

The fundamental significance of the action-oriented approach proposed in The Common European Framework of Reference for Languages: Learning， Teaching， Assessment lies in its assertion， on the epistemological as well as pedagogical level， that the learners play a principal role in foreign language teaching and learning， i.e.， that they should be transformed from passive recipients of language knowledge under the system (The school wants me to learn) to active learners of language knowledge (I want to study hard in school) so that they can do their best to assimilate themselves to societies of the target language. The [action-oriented approach] finds its theoretical origins in two directions: research results， prevalent in Europe and North America， advocating realization of [ability education] through tasks and theories of behavioral linguistics. Studying the [action-oriented approach] on a theoretical level will help us arrive at a deeper understanding of The Common European Framework of Reference， a programmatic document guiding contemporary foreign language education in Europe， and keep up with the newest international developments in foreign language education. More importantly， we will be able to learn from other countries’ experiences and reflect on our own foreign language education and teaching in China.