摘要
本文以伽达默尔解释学理论为视角,通过分析、考察CECL教材设计和编写中蕴涵的哲学理念发现,教材中大量融入文化差异以及个体差异的描述性和解释性对话活动充分反映了语言与思维一体性的哲学关系;而教材设计中形式多样的主体间性对话活动所体现的正是语言自身开放、动态和循环的思辨性结构。分析表明,CECL是一套具有开放性、人本性和历史前瞻性的专业英语教材。
Drawing on Gadamer’s hermeneutical philosophy of language,this paper intends to examine the philosophical ideas underlying the design and compilation of Communicative English for Chinese Learners(CECL).The study finds that the essential philosophical unity between language and thought has been reflected in CECL through its substantial descriptive and explanatory dialogical tasks combedded with cultural differences and individual variations.The innate qualities of language as being open,dynamic and cyclic have been realized in CECL as its facilitation of the intersubjective dialogical connection and interaction between learners.Thus,CECL could be described as a flexible,humanity-centered and forward-looking English language coursebook.
作者
郑凌娟
ZHENG Lingjuan(Guangdong University of Foreign Studies,Faculty of English Language and Culture,Guangzhou 510420,China)
出处
《山东外语教学》
2020年第2期68-76,共9页
Shandong Foreign Language Teaching
基金
广东省高等教育“创新强校工程”项目“从CECL的设计理念看交际语言教学的哲学基础”(项目编号:GWTP-LH-2015-01)
广东省高等教育教学研究和教改项目“以本为本,学术育人,高水平大学本科英语专业文学课程群‘研究性教学’改革研究”(项目编号:101-GK19CQ38)的阶段性成果。
