随着语言景观研究向教育教学视角的拓展,其在外语教学中的作用日益受到关注。研究采用局内人行动研究方法,探索双语景观在地方高校外语教学中的应用路径。研究采用理论构拟、实地调研与教学实践相结合的具体方法,将研究过程划分为行动...随着语言景观研究向教育教学视角的拓展,其在外语教学中的作用日益受到关注。研究采用局内人行动研究方法,探索双语景观在地方高校外语教学中的应用路径。研究采用理论构拟、实地调研与教学实践相结合的具体方法,将研究过程划分为行动前、行动中和行动后三个阶段。在行动前,整合多元理论框架,制定科学调研计划;在行动中,通过实地调研收集语料,运用多模态教学方法开展课堂实践;在行动后,系统整理调研资料与教学反馈,提炼教学经验。研究表明,双语景观教学能有效提升学生的语言运用能力与跨文化理解能力。后期可进一步深化理论与实践融合,优化教学资源与方法,促进外语教育与地方文化传承的协同发展。With the expansion of linguistic landscape research into educational perspectives, its role in foreign language teaching has received increasing attention. This study adopts an Insider Action Research approach to explore the application of bilingual landscape in foreign language teaching at local universities. The research combines theoretical construction, field investigation, and teaching practice, dividing the research process into three phases: pre-action, in-action, and post-action. In the pre-action phase, multiple theoretical frameworks were integrated, and scientific research plans were formulated. During the in-action phase, linguistic data was collected through field research, and multimodal teaching methods were implemented in classroom practice. In the post-action phase, research materials and teaching feedback were systematically organized to extract teaching experiences. The study demonstrates that bilingual landscape teaching can effectively enhance students’ language proficiency and intercultural understanding. Future research should further deepen the integration of theory and practice, optimize teaching resources and methods, and promote the coordinated development of foreign language education and local cultural heritage.展开更多
文摘随着语言景观研究向教育教学视角的拓展,其在外语教学中的作用日益受到关注。研究采用局内人行动研究方法,探索双语景观在地方高校外语教学中的应用路径。研究采用理论构拟、实地调研与教学实践相结合的具体方法,将研究过程划分为行动前、行动中和行动后三个阶段。在行动前,整合多元理论框架,制定科学调研计划;在行动中,通过实地调研收集语料,运用多模态教学方法开展课堂实践;在行动后,系统整理调研资料与教学反馈,提炼教学经验。研究表明,双语景观教学能有效提升学生的语言运用能力与跨文化理解能力。后期可进一步深化理论与实践融合,优化教学资源与方法,促进外语教育与地方文化传承的协同发展。With the expansion of linguistic landscape research into educational perspectives, its role in foreign language teaching has received increasing attention. This study adopts an Insider Action Research approach to explore the application of bilingual landscape in foreign language teaching at local universities. The research combines theoretical construction, field investigation, and teaching practice, dividing the research process into three phases: pre-action, in-action, and post-action. In the pre-action phase, multiple theoretical frameworks were integrated, and scientific research plans were formulated. During the in-action phase, linguistic data was collected through field research, and multimodal teaching methods were implemented in classroom practice. In the post-action phase, research materials and teaching feedback were systematically organized to extract teaching experiences. The study demonstrates that bilingual landscape teaching can effectively enhance students’ language proficiency and intercultural understanding. Future research should further deepen the integration of theory and practice, optimize teaching resources and methods, and promote the coordinated development of foreign language education and local cultural heritage.
