Without the learner or language language learning will

一、外语教育研究趋势（主体-客体） Without the learner or language, language learning will not take place. When a learner is in contact with a language, learning takes place. This is why these two are ontologically essential, all other factors are secondary.

一、外语教育研究趋势（主体-客体） 思维适应性控制论模式(adaptive control of thought) ② 信号竞争模式( The Competition Model) ③ 信息处理模式 (Information Processing Model) ④ 多元发展模式(The Multidimensional Model) 在我国，介绍较多的是Krashen 的i+1的理论。 ①

一、外语教育研究趋势（主体-客体） 2. 优秀学习者具有什么特征(也称个 人差异研究）（individual difference research)（The good learner） 智力(intelligence) (Raven tests) 语言学能(language aptitude) (Modern Language Aptitude Test by J. B. Carroll)

一、外语教育研究趋势（主体-客体） 认知方式 (cognitive style) (用Embedded figure test-镶嵌图形测试) （分出 场独立-场依存) (field independence，field dependence)； 有点类似‘内向’‘外向’(introversion – extraversion)

一、外语教育研究趋势（主体-客体） 学习动机(motivation) 学习兴趣 (interest) 家庭环境等(family background) 特征越来越集中；测量 具越来越讲究 It was found that different combinations of characteristics make good learners of a second language.

一、外语教育研究趋势（多学科） 心理语言学（psycholinguistics): 研究 语言的习得、语言的产生、语言的理解。 （language acquisition, language production, language comprehension) 社会语言学(sociolinguistics): social factors and events are related with the rules of language use and language changes

一、外语教育研究趋势（多学科） 语用学(pragmatics): Language is an abstract system; as a system, it behaves following its grammar rules. But there also rule of use – this is pragmatics. Language in use behaves differently. It follows another set of rules, more social rules.

一、外语教育研究趋势（多学科） 原来讲：An expert is one who knows more and more about less and less. 现在说 A firstrate researcher has to know more and more about his neighbouring disciplines. （信息爆 炸后 an expert knows more and more about less and less. The general public knows less and less about more and more. )

一、外语教育研究趋势（形式-功能） 语必须有所负荷，否则语言是个空壳。 ‘You can fool all the people some of the time and some of the people all the time but you cannot fool all the people all the time’？— Abraham Lincoln（语法？）

一、外语教育研究趋势（形式-功能） 六十年代，我们常用汉语的文化、英语的语言编 写英文教材。 What’s your name？ How old are you？ How many people are there in your family？ How much do you get a month? 四季青人民公社（课文） “Ｗe never ask such questions!”

一、外语教育研究趋势（形式-功能） Wife: John, your children and my children are fighting with our children! X: How many children do you have？ Y: Well, let me see. 2 from the first marriage, 3 from the second marriage, and 4 from the third marriage. How many children do I have then？

一、外语教育研究趋势（百科知识） Never before have so many owed so much to so few! What a terrible thing has happened to you there, to us here, to all everywhere! He who rules himself rules the world. X: Why does time fly? Y: Because everyone wants to kill it.

一、外语教育研究趋势（高科技） Technology has certainly changed the way we live. It has impacted different facets of life and redefined living. Undoubtedly, technology plays an important role in every sphere of life. Several mundane manual tasks can be automated, thanks to technology. Also, many complex and critical processes can be carried out with ease and greater efficiency with the help of modern technology. Thanks to the application of technology, living has changed and it has changed for better.

一、外语教育研究趋势（高科技） Technology's Impact on Education Easy access to information Greater interest in learning Increased retention of information Robust information storage Better presentation of information Teaching made interactive Knowledge sharing made easy

一、外语教育研究趋势（高科技） Technology has revolutionized the field of education. 1. Technology is a teaching aid; 2. Technology has made student life easy; 3. It's easier to store information; 4. Information is easily accessible; 5. Technology has eliminated space and time constraints; 6. Teaching is sharing; 7. Mutual impact.

一、外语教育研究趋势（语言测试） 第六，从客观测试过度到主观测试(from objective testing to subjective testing) 从终结性评估过度到形成性评估(from summative test to formative assessment)，或终结性与形成性评估 相结合(the combination of the two, 30%--70%)。

二、师资发展（师资认知） 2. 师资的认知（teacher cognition） Teachers’ beliefs: how they perceive the nature of language and the nature of language learning (sl). How they perceive the role of the learner, the teacher and textbooks, the context of learning (formal or not)

联系方式： liurunqing@bfsu. edu. cn