Document Type : Research Article


1 Associate Professor of English Language and Didactics, Faculty of Education and Arts, Levanger Campus, Nord University, Norway

2 Professor of English Didactics, Faculty of Education and Arts, Levanger Campus, Nord University, Norway


Since English didactics has a relatively short history in Norway, exploring its nature, scope, academic identity, definition, status, and raison d'être is an ineluctable necessity. This article sets out to answer a simple yet fundamental question about English didactics: Is English didactics a propaedeutic discipline or a parasitic discipline? We argue that English didactics is warranted to address three interrelated issues if it purports to establish itself as a propaedeutic discipline. First, English didactics needs to demarcate and delimit its disciplinary boundaries with other adjacent disciplines which feed into it. Second, delineating the ontological axioms and epistemological underpinnings as well as the methodological apparatus which distinguish English didactics from other closely related disciplines is warranted. Third, through invoking intellectual capital and scientific findings of other disciplines, English didactics must aim to generate its own novel theoretical and practical knowledge. This article calls for more attention to expounding and theorizing English didactics than currently conceptualized.


Main Subjects

Article Title [Persian]

آموزش زبان انگلیسی در نروژ: رشتۀ دانشگاهی مستقل یا رشتۀ دانشگاهی وابسته؟

Authors [Persian]

  • دکتر سعید کریمی اقدم 1
  • دکتر پلونچوک وانپت 2

1 دانشیار آموزش زبان انگلیسی، دانشکدۀ علوم تربیتی و هنر، پردیس لونگر، دانشگاه نورد، نروژ

2 استاد آموزش زبان انگلیسی، دانشکدۀ علوم تربیتی و هنر، پردیس لونگر، دانشگاه نورد، نروژ

Abstract [Persian]

با توجه به پیشینه­ ی نسبتاً کوتاه آموزش زبان انگلیسی در نروژ، مطالعۀ ماهیت، حیطه، هویت دانشگاهی، تعریف، موقعیت وعلت وجودی این رشته ضرورتی اجتناب­ ناپذیر است. مقالۀ حاضر در پی پاسخگویی به پرسشی ساده و در عین حال بنیادین در زمینۀ آموزش زبان انگلیسی است: آیا رشتۀ آموزش زبان انگلیسی ماهیتاً رشتۀ دانشگاهی مستقلی است و یا رشتۀ دانشگاهی وابسته؟ استدلال ما این است که چنانچه آموزش زبان انگلیسی به دنبال تثبیت موقعیت خود به عنوان رشته ­ای مستقل و زایا است، لازم است به سه موضوع مرتبط بپردازد: اولاً، آموزش زبان انگلیسی باید مرزهای  دانشی وقلمرو رشته ای خود را از سایر رشته­ های همجوار تغذیه کننده آن، مشخص نماید. ثانیاً، باید اصول هستی­ شناختی، بنیان های معرفت­ شناختی وابزارهای روش­ شناختی مورد استفاده در آموزش زبان انگلیسی که آن را از سایر رشته­ های مرتبط متمایز می­سازد، به روشنی  تبیین و تشریح گردند. ثالثاً، آموزش زبان انگلیسی باید قادر باشد با تمسک جستن به سرمایه ­ی فکری و یافته­ های علمی دیگر رشته ­ها، دانش جدید نظری و عملی منحصر به خود را تولید نماید. در این مقاله لزوم توجه بیش از پیش به تبیین و نظریه ­پردازی در زمینه ­ی آموزش زبان انگلیسی مورد تأکید قرار می­گیرد.

Keywords [Persian]

  • آموزش زبان انگلیسی
  • رشته ی دانشگاهی مستقل
  • رشته ی دانشگاهی وابسته
  • مغالطه ی ضمیمه گرایی
  • مغالطه ی تقلیل گرایی
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