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English Didactics in Norway: A Propaedeutic or Parasitic Discipline? | ||
Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
مقاله 7، دوره 11، شماره 1 - شماره پیاپی 21، تیر 2023، صفحه 77-102 اصل مقاله (651.92 K) | ||
نوع مقاله: Research Article | ||
شناسه دیجیتال (DOI): 10.22049/jalda.2023.28050.1475 | ||
نویسندگان | ||
Saeed Karimi-Aghdam* 1؛ Phalangchok Wanphet2 | ||
1Associate Professor of English Language and Didactics, Faculty of Education and Arts, Levanger Campus, Nord University, Norway https://orcid.org/0000-0002-1214-7830 | ||
2Professor of English Didactics, Faculty of Education and Arts, Levanger Campus, Nord University, Norway https://orcid.org/0000-0003-2985-4600 | ||
چکیده | ||
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. | ||
کلیدواژهها | ||
English didactics؛ propaedeutic discipline؛ parasitic discipline؛ adduction fallacy؛ reduction fallacy | ||
مراجع | ||
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