The "National Long-Term Education Reform and Development Program (2010-2020)" clearly proposes the objectives of cultivating "a large number of international talents with international perspective, proficiency in international rules, participation in international affairs and international competition" and "a variety of foreign language talents". In addition, with the implementation of national strategies such as “One Belt and One Road” and “Chinese Culture Going Out,” foreign language education in China meets unprecedented opportunities and faces enormous challenges. Cultivating high-quality, internationalized foreign language talents that can serve the country is a great mission that foreign language education must now play. The cultivation of high-quality talent depends on the healthy and comprehensive development of the discipline. Due to various historical and practical reasons, the subjective attributes of foreign language education have not been clarified yet. Therefore, it has not yet gained its due status in the entire disciplinary system in China. This has hindered the effective cultivation of foreign language related talents to a large extent. In order to better implement the national education goals, serve the country’s development strategy, and meet the development needs of individuals and society at the same time, we believe that it is imperative to establish the disciplinary status of foreign language education, strengthen top-level design, strengthen theoretical innovation, adopt foreign language practice, and improve foreign language education. quality.
The Necessity of Establishing Foreign Language Education
The formation of a discipline has its inherent science and regularity. Accumulation of a certain object to a certain extent will develop into a discipline. At the same time, the formation of disciplines is also subjective and arbitrary. It is the result of artificial division based on scientific laws and realistic needs. When the current disciplinary system can no longer meet the needs of discipline development or practice, people can exert their subjective initiative and create new disciplines. At present, establishing the status of foreign language pedagogy in our country is not only a consideration of the strategic role of foreign language education, but also has strong theoretical and practical needs.
Western developed countries have always attached importance to foreign language education. As early as 1987, Australia promulgated the "National Language Policy", which classifies 14 languages, including Japanese and Chinese, as "priority languages" and requires the people to study a foreign language other than English. In the "Target 2000: U.S. Education Act" promulgated by the United States in 1994, foreign languages were formally listed as one of the eight core courses for elementary schools. Since 2014, the United Kingdom has included 6 foreign languages, including Chinese, as compulsory courses from the third grade of primary school. In addition, developed countries such as the European Union, Japan, Korea, and Singapore have always attached importance to foreign language education. Similarly, since the founding of New China, foreign languages have always played an important role in our education system. Since 2001, the Ministry of Education of the People's Republic of China has stipulated the establishment of foreign language classes from the third grade of primary school. Foreign language education has covered all stages from elementary school to doctoral studies. From the perspective of function, foreign language education not only helps China to participate in the process of global integration in an all-round and in-depth manner, but also plays an important supporting role in strengthening national language skills, expanding international discourse rights and influence, and implementing national development strategies, as well as fostering internationalization. An important way for high-end talent.
Our foreign language education has achieved remarkable results, and difficulties remain. The results mainly include: The number of colleges and universities that offer foreign language majors has grown significantly; the types and layout of foreign languages have gradually improved; the discipline system has been increasingly perfect; teaching methods and techniques have been continuously innovated; students’ foreign language proficiency has improved significantly; and a large number of high-quality foreign language talents have been cultivated for the country. The dilemmas faced are: lack of foreign language policy and planning, lack of effective convergence in primary and secondary schools, imbalance in language distribution, unclear education objectives, difficulty in meeting the diverse needs of society due to the training of talents, lack of clear discipline positioning, and lack of curriculum Reasonable, professional utilitarian orientation is obvious, and the characteristics of the discipline are insufficient. The foreign language teaching materials that are high-quality, systematic, and characteristic and have proved to be effective in teaching practice are relatively scarce; teaching methods and techniques are arbitrarily obvious, follow-up phenomenon is common, and theoretical innovation is lagging; There is still a gap between the level of students’ foreign languages and the actual needs of the society. High-end foreign language talents are especially scarce. The current difficulties faced by China's foreign language education are related to our country's long-term emphasis on the introduction of Western teaching theories and the lack of theoretical construction that conforms to China's national conditions. Nowadays, foreign language education in our country is subordinate to the second-level subject “foreign linguistics and applied linguistics” and has not yet achieved independent academic status. From the perspective of research, the existing foreign language education research is more of a synonym for narrowly applied linguistics. It emphasizes only the study of foreign language teaching and learning, and it is inadequate for other education links. It lacks a systematic review and design of practical activities in foreign language education. With guidance. From the perspective of the research system, existing foreign language education research centers on certain specific topics, lacks macroscopic design, fragmentation between topics is obvious, and the logical relationship is not clear enough, and no comprehensive and unified, logical disciplinary system has been formed yet. . We believe that in order to solve the theoretical and practical problems faced by the development of foreign language education and meet the needs of social development, we must strengthen the top-level design of disciplines, clearly establish the disciplinary status of foreign language pedagogy, set up the disciplinary system of foreign language pedagogy, and create a good academic development. The environment promotes the rapid and efficient development of disciplines, avoids prolonged disorder or random defects, and strives for the development of disciplines.
The Possibility and Significance of Constructing Foreign Language Pedagogy
As a discipline, there should be at least three elements: a specific research object, a systematic research method, and a complete discipline system. According to these three elements, the conditions for the study of foreign language education in our country as an independent discipline are already in place. First, foreign language pedagogy has specific research objects. The object of study is the main basis for distinguishing one discipline from another. The object of foreign language pedagogy is the entire foreign language education activity. It covers the formulation of foreign language education goals, the selection of teaching materials, the design of teaching methods, and the arrangement of teaching activities. Second, there are systematic research methods in foreign language education. Foreign language pedagogy has a complete and effective research method, such as classroom observation method, interview method, questionnaire method, sound thinking method, experimental research and so on. These methods have been widely used in foreign language education research. Third, foreign language education has a complete disciplinary system. Disciplinary system is the result of a specific research object, within the scope of the delineated study, and applying a series of research methods. Although the pedagogic system of foreign language pedagogy has not yet been established, it is actually relatively complete, including the purpose of foreign language education research, foreign language policy and planning research, foreign language curriculum research, foreign language teaching material research, foreign language teaching research, foreign language learning research, foreign language assessment research, The study of foreign language teachers and the study of foreign language education. This system can more comprehensively cover the entire process of foreign language education as well as scientific research on this research process, that is, foreign language education research. Therefore, from the three dimensions of research object, research method and discipline system, combined with China's current foreign language education theory and practical needs, the time for the establishment of foreign language education is ripe.
Due to the long-term emphasis on the cultivation of basic skills such as listening, speaking, reading, writing, translation, and translation, our country’s foreign language education has always failed to obtain its disciplinary status. Our proposal to construct the status of foreign language pedagogy has at least the following three implications: (1) Promote the in-depth development of foreign language education research. Based on the pedagogic system of foreign language pedagogy as a reference, we systematically review the existing foreign language education research, examine the current situation of foreign language education research from a disciplinary overall level, define the achievements, and fix the defects. This will effectively promote the systematic and comprehensive study of foreign language education. ,Further development. (2) Improve teaching quality and improve teaching effectiveness. The establishment of a foreign language pedagogy discipline system will inevitably enhance the guideline for the practice of foreign language education. The effect of foreign language teaching will therefore be significantly improved, and its quality connotation will surely be significantly improved. (3) Improve the quality of foreign language personnel training and better serve the country's development strategy. The phenomenon of "debrisization" of foreign language education in China is obvious, and there is a lack of system design for personnel training. The establishment of the subject of foreign language pedagogy will systematically examine and scientifically plan the entire process of foreign language education. This will further consolidate the level of foreign language education, improve the quality of foreign language personnel training, and meet the diverse needs of society. The improvement of talent quality will in turn help boost the smooth implementation of national strategies such as the “One Belt and One Road”.