积极语言教育视角下的二语习得研究范式重构——构建“个体—环境优势共振区”

doi:10.3969/j.issn.1674-8921.2026.01.001

摘要/Abstract

摘要：

人工智能技术的迅猛发展对外语学科发展形成冲击,如何应对这一时代挑战已成为学界重大命题。在此背景下,本文主张外语教育亟须实现从“工具性语言训练”向“赋能性全人教育”的根本转型。为此,本文从积极语言教育视角出发,重塑二语习得研究范式,构建个体与环境互动的“优势共振区”理论框架。该框架以学习者的语言发展与积极品质——幸福感培养为双核驱动,将多元个体优势与多层环境优势(任务—家庭—课堂—学校—社区—社会—技术环境)整合为赋能要素,而要素间的优势协同与共振效应则构成促进语言与个体协同发展的核心机制。在此框架下,本文进一步展望后续理论探索与实证研究的具体方向,提出兼具宏观性与特色性的研究议题,以期推动外语教育人才培养目标、模式与路径的迭代转型。

关键词: 优势共振区, 积极心理学, 积极语言教育, 二语习得, 个体—环境交互

Abstract:

Rapid advancements in artificial intelligence profoundly impact foreign language research and educational practices. To address these challenges and opportunities, this paper argues for a fundamental transition in foreign language education from “an instrumental framing of language pedagogy” to “a holistically empowering language education”. To this end, this paper draws upon the perspective of positive language education to reframe the research paradigm of second language acquisition by proposing the “Resonant Zone of Strengths” conceptual framework. This framework is anchored in the dual goal of fostering learners’ language development alongside their positive characteristics and overall well-being. It posits that empowering factors emerge from the integration of an individual’s inherent strengths, as well as strengths distributed across layered environments (spanning over task, family, classroom, school, community, society, and technology). The alignment and resonance between these empowering factors constitute the core mechanism that fosters a synergetic development of individuals’ language abilities and character. Based on this framework, the paper outlines specific directions for future theoretical and empirical research, proposing research topics that consider both the generalizability of and the immediacy to the proposed framework, to facilitate an iterative transition in the objectives, models, and approaches of foreign language education.

Key words: Resonant Zone of Strengths, positive psychology, positive language education, second language acquisition, individual-environment interaction

中图分类号:

H319

李成陈. 积极语言教育视角下的二语习得研究范式重构——构建“个体—环境优势共振区”[J]. 当代外语研究, 2026, 26(1): 1-23.

LI Chengchen. Reshaping Second Language Acquisition Research from a Positive Language Education Perspective: Constructing a “Resonant Zone” of Individual-Environmental Strengths[J]. Contemporary Foreign Languages Studies, 2026, 26(1): 1-23.

图/表 2

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