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北京第二外国语学院学报  2018, Vol. 40 Issue (1): 107-119    DOI: 10.12002/j.bisu.132
语言政策与规划研究     
对中国外语教育规划的思考:以越南国家外语纲要为参考
滕延江
Perspective on China’s Foreign Language Education Planning: Implications from Vietnam’s National Foreign Language Project
Yanjiang TENG
School of Foreign Languages , Ludong University, Yantai 264025, China
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摘要:

经济全球化促使跨国交流变得更为便捷、频繁。作为交流媒介的语言,特别是外语备受各方重视,部分国家开始重新审视外语教育,将其纳入国家战略规划。针对外语教育规划,中国学者也做了大量探索,取得了一些重要研究成果,在部分层面达成了共识。然而,外语教育规划是一项复杂的系统工程,需要兼顾多方利益,统筹考虑。本文以越南的《国家外语纲要2020》为例,讨论其出台的背景、目标、任务及举措,并指出其实施过程中所面临的挑战,认为越南国家外语纲要对我国外语教育规划有重要启示。同时,本文结合我国国情,提出了我国外语教育规划中需注意的问题。

关键词: 外语教育规划越南国家外语纲要语言规划外语教育    
Abstract:

The globalization of world economy has made cross-nation exchanges more convenient and frequent. The language, as a medium of communication, especially foreign languages, has become a focus of attention by many nations. Some countries have begun to re-examine the status of foreign language education and treat it as part of their national strategic planning. In this regard, Chinese scholars have done a number of important exploratory studies, and achieved some consensuses. However, in reality, foreign language education planning is a complex system which needs a balanced, overall consideration. This paper takes Vietnam’s National Foreign Language Project 2020 as a case to discuss its initiative, objectives, missions and measures, as well as some emerging challenges in its implementation. Namely, this project depends too much on the evaluation system in Europe and the United States while paying less attention to its local context; it equalizes foreign language planning with English education planning while lack of overall consideration of other lesser-known foreign languages, and above all it neglects the fact that the current teaching force is far from being competent to do the job. It can be inferred that Vietnam’s National Foreign Language Project has important implications on China’s foreign language education planning. Finally, this paper points out issues that need to be addressed while making foreign language education planning in the Chinese context.

Key words: foreign language education planning    Vietnam’s National Foreign Language Project;    language planning    foreign language education
收稿日期: 2016-11-21 出版日期: 2018-03-21
PACS:  H319.1  
作者简介: 滕延江,鲁东大学外国语学院,264025,研究方向:第二语言习得、语言教育。电子邮箱:tengyanjiang@gmail.com
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引用本文:

滕延江. 对中国外语教育规划的思考:以越南国家外语纲要为参考[J]. 北京第二外国语学院学报, 2018, 40(1): 107-119.

Yanjiang TENG. Perspective on China’s Foreign Language Education Planning: Implications from Vietnam’s National Foreign Language Project. Journal of Beijing International Studies University, 2018, 40(1): 107-119.

链接本文:

https://journal.bisu.edu.cn/CN/10.12002/j.bisu.132        https://journal.bisu.edu.cn/CN/Y2018/V40/I1/107

TOEFL (IBT) IELTS CEFR Vietnam Standard
托福(机考) 雅思 (欧盟标准) (越南标准)
0-8 0-1.0 ? ?
9-18 1.0-1.5 A1 Level 1(一级)
19-29 2.0-2.5 A1 Level 1(一级)
30-40 3.0-3.5 A2 Level 2(二级)
41-52 4.0 B1 Level 3(二级)
53-64 4.5-5.5 B1 Level 3(三级)
65-78 5.5-6.0 B2 Level 4(四级)
79-95 6.5-7.0 C1 Level 5(五级)
96-120 7.5-9.0 C2 Level 6(六级)
表1  越南外语水平标准与其他国际标准对照表
要素 要素 内容
政府(政策) 政府机关、教育部门、学校、其他教育机构等人员 根据国家社会发展战略及人才需求,确定外语语种、外语的使用人数,制订外语教育政策,确定开始学外语的时间、时间跨度及学习强度等
学校(教师) 各级学校、外语课程负责人、外语教学实践者与管理者 确立外语教学目标、学时、教材、课程设置、教学方法,提供自学材料、考评、教师的培养与招聘等
社区(个体) 家长、学生、其他社会人士 社区需求及价值观、学生和家长的态度等
表2  外语教育规划的框架要素
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