CAJ | 학술논문

“后方法”语言教学具有操作性强和开放性的特点，因此对外语教师提出了更高的要求。外语教师在意识到自身角色重要性的同时，应认识到自身角色应随“后方法时代”的到来而发生转换，进而推动外语教学的良性发展。结合“后方法”语言教育的3大特点和10条宏观策略，结合教学实际，提出了“后方法”时代课堂中外语教师角色转换的建议及自主性的实现途径，希望能对教育工作者有所启示。
“후방법”어언교학구유조작성강화개방성적특점，인차대외어교사제출료경고적요구。외어교사재의식도자신각색중요성적동시，응인식도자신각색응수“후방법시대”적도래이발생전환，진이추동외어교학적량성발전。결합“후방법”어언교육적3대특점화10조굉관책략，결합교학실제，제출료“후방법”시대과당중외어교사각색전환적건의급자주성적실현도경，희망능대교육공작자유소계시。
＂Post-Method＂ language instruction with characteristics of strong operability and open- ness no doubt proposes a higher demand on foreign language teachers. While they are aware of the importance of their roles, foreign language teachers should, at the same time, realize their roles conversion with the arrival of the ＂Post-Method Era＂, thus promoting a sound development of foreign language teaching. Based on the three major characteristics and the ten macro strategies of language education, combined with the actual teaching practice, this paper puts forward some proposals for foreign language teachers＇ role reversal in the classroom and the ways of realizing learners＇ autonomy, hoping to draw attention of more education workers.