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一位英语语言学老前辈对英语专业发展现状的肺腑之言(转)----鼎力推荐语言专业阅读

一位英语语言学老前辈对英语专业发展现状的肺腑之言

（转）----鼎力推荐语言专业阅读

缘起上世纪80年代初，我注意到，英语语言文学专业（以下简称英语专业）大多数本科生使用英语没有把握，具体表现是用不成句：读不成句，听不成句，说不成句，写不成句，译不成句。究其原因，宏观而论，随着英语教学新思潮东渐，这些学生没有受到文革前的那种严格的基本功训练。英语专业属应用型短线专业，学生获得读、听、说、写、译的专业技能是头等重要的事；而掌握任何一门专业技能，都需首先经过相当一段时间的严格的基本功训练，以求做到基本概念清楚、操作行为规范、各项技术熟练。具体而言，学生读、听、说、写、译不能成句的首要原因就在于他们没有清晰、明确的英语句子概念，不知道英语句子该是个什么样，既不可缺少什么，也不可多出什么。

到了上世纪80年代中期，我又发现，英语专业大多数研究生犯有同样的毛病。根据我近三年来通过参加入学考试成绩评估、讲授专业课程、指导撰写学位论文和参加学位论文答辩等活动对210名研究生进行的跟踪调查证实，百分之八十以上的研究生也是使用英语不能成句，百分之五十以上的研究生读不懂英语文学和学术原著，学位论文中只要是自己动笔写的部分，语言错误百孔千疮，惨不忍睹，论文答

辩中的的表现更是令人尴尬。学生在论文和答辩中的语言错误同时也反映了某些指导教师的英语水平低下、工作态度恶劣：看不出错，改不了错，甚至压根就不指导、不审读；这第三种做法，近来也很流行。恕我直言：现在英语专业本、硕、博三个层次学生的英语状况无明显辈分差别，八成以上英语口、笔语实践能力还不及文革前名牌院系英语专业二年级学生的中下等水平；本、硕、博三个层次教授的英语状况，也是五人当中难得有一人合格；另外值得一提的是，在硕、博两个层次上都有学生的英语应用能力和专业学术水平明

显超过各自硕导和博导的倒挂现象。客气一点说，现在英语专业教授和博导的水平及能力，离文革前名牌院系英语专业的普通讲师还差一大截。人们不禁要问：在这“六世同堂”的环境中，教授们拿什么来“教”？硕导和博导们又拿什么来“导”？今年年初，某英语期刊编辑部与我约稿，赠我两期样本，我有机会读到刊登在封面印有新闻出版总署和教育部共同认定的一份“优秀期刊免检期刊”开卷“学者论坛”专栏里某教授撰写的一篇题为“怎样学会正确使用英语”的文章。文章在批评“PLEASE SA VING ON IT.（请节约用水。）”这条标语的语言错误以后，下了这么个指导性结论：“save

一般用于[应为‘用作’]及物动词，后面不能加on,用于[应为‘用作’]不及物动词，一般也只与for连用……。”说得这么肯定，果真是如此吗？教授一知半解、误人子弟，由此

可见一斑。另外，学生普遍反映，听某些教授、硕导和博导用支离破碎的英语讲课，简直是活受罪，要么听不懂，要么终于听懂了也觉没有用。

说实在的，现在某些英语专业的硕点、博点，有名无实，充其量也就是本校英语教师的“镀金”车间；对外，说它们是“点”，倒不如说它们是“店”——学（位）店，金玉其外，败絮其中，“博店”尤黑。眼下英语专业的某些博导，只会在所谓的“核心期刊”上发表连自己也读不懂的文章，对英语本身却不甚了了，别说对英语的来龙去脉一窍不通，即便在有关现代英语语音、语法和用法等常识性问题面前不是一拨即倒，就是不拨自倒，其英语听说写读译的实践能力则更属可怜、可悲；其中个别成员素质低劣，顶着五颜六色的桂冠招到处招摇撞骗，同时又到处丢人现眼，经济效益可观，贻误后学可诛。有人把这类博导比作“进口化肥催生的无根绿豆芽”，倒也是说到了实处。上行下效，为了有个学位，眼下考硕、考博都考疯了。“疯考”源自“滥招”，“滥招”必然导致“滥造”——粗制滥造，现在是成批地粗制滥造，与社会上层出不穷的伪劣物质产品同出一辙，归根结底都是受“利”的驱动。这就难怪许多在读的硕研、博研，谈起读研，苦不堪言：近八成学生对课程和教学不满意，理由是没有学到什么有用东西，恨自己投错门、认错人，捶胸跺脚，后悔莫及。试想：专业课中外国语言学喧宾夺主，

英语成了陪衬；英—汉双语翻译只讲所谓“译学”，根本不用英语；英美文学研究可借汉译本进行，对英语的要求可好可孬、可有可无——这还叫“英语语言文学专业”？近几年，英语专业又从外国语言学化和理论语言学化发展成更加不可思议的完全撇开英语的汉语化和完全脱离实际的空头

学术化。现在，英语专业的一些当红学者以研究汉语为时髦，争相用汉语在外语学科的“核心期刊”上发表研究汉语的文章或用汉语给英语专业的硕、博研究生们作研究汉语的“学术报告”，比如：汉语“自己”的研究，汉语“被”字的研究，汉语“把”字的研究，汉语“有”字的研究，汉语“都”字的研究，等等，等等，不一而足。英语专业内部这股“非英语化”或“汉语化”的邪风似有愈刮愈烈之势。在如此荒唐透顶的教学体制里，学生怎能指望提高自己的英语水平？又怎能指望学到什么有用东西？及至毕业，肚子里胀满了一堆常年捣腾来捣腾去、永远也派不上正用的发了酵的废物“理论”，英语却被荒疏了，不敢张口，不敢动笔，张口动笔就错，从而失去了本该属于自己的唯一具有竞争力的实用专业技术强项，以致求职时底气不足、腰杆不硬，即使想在高校谋求一个大学英语教学职位，也往往“一试即溃”。现在的英语教育，特别是英语专业高层次的英语教育，脱离实际、玩假大空，自欺欺人竟至于此，实在令人发指。

总而言之，这几年我亲眼目睹了自我从事英语专业以

来最令人尴尬、最让人痛心、同时也是最不可容忍的丑恶现象：英语专业的人，偏偏英语很糟，头衔越高，显得越糟，且一年比一年糟。给人的感觉是：英语专业，不务正业；英语教学，名存实亡。这究竟是怎么回事？这些事本身难道还不足以说明我们应该做些什么吗？

评析这些问题的发生和发展有一个过程。未能及时发现并解决这些问题，有四个原因。一是到了80年代中期，文革以来积存的学子精英陆续毕业以后方显出后来者的差距。二是人们想当然地认为，英语专业研究生，英语肯定没有问题，这给他们的英语状况不佳挡上了一层厚厚的遮布，不是有心人不易发现。三是现在的高校，几乎一律以论文数量及发表论文的刊物档次为硬指标评聘职称，以致真才实干的渊博之士逐年减少、不学无术的浅薄之士与日俱增；英语专业就有不少南郭先生式的教授、硕导和博导，其业务强项不在英语语言文学本身和原创性研究，而在学术欺诈：文章明抄暗剽、讲课糊弄学生；为保既得利益，他们不愿也不敢正视以上那些问题，即使有人指出来，言之有据也无济于事。四是从上个世纪90年代中期开始，又一代新人走上院系级领导岗位，其中个别佼佼者只认名、权、利，且一个也不能少，每天24小时连做梦都在“琢磨”着如何把一切高级名衔都安到自己头上，把一切大小权力都攥在自己手中，最终把一切远近实利都掠进自己口袋，重中之重是个“权”字，即由

官职带来的权力；彼等深知有权的幸福、无权的痛苦和有了权就有了一切这个硬道理，视权力，即官职，为命根子，看得比性命还要紧，抓得牢牢的，死也不撒手；至于教学质量，他会反问：“现在还有谁考虑教学质量？”，全然不顾“高校毕竟是培养人才的场所，教学质量应该是教育永恒的主题”。这后两个原因，特别是最后这个原因，是学生英语状况长期得不到改观的根本原因；加之这几年来上上下下的既得利益者又别有用心地夸大英语专业研究生“学理论、搞科研、写文章”的重要性，这无异于雪上加霜、伤口搓盐。

不错，研究生，顾名思义，就是要研究理论、从事科研和撰写论文。但外语专业研究生有一个任何其他专业研究生不可比的实情，即必须首先解决好外语问题才能顾及其他，顾及其他也才会有建设性的意义。以英语专业研究生为例，英语不过关，读、听、说、写、译都不能成句，甚至连英语文学原著和学术原著也读不懂，还学什么理论？搞什么科研？写什么文章？那岂不只能是生吞活剥、剽窃＋拼凑，自欺欺人而已？现在的英语专业，自上而下剽窃成风、争相以文字垃圾骗取名、权、利，甚至还有教授、硕导、博导私下或公开教唆学生抄袭、剽窃的。这些都是“学理论、搞科研、写文章”误导的结果，情节之恶劣，流毒之深广，可谓触目惊心。

事实证明，英语差，干什么实事都不行；在这一点上，

没有师生之别，只有上行下效。从道理上讲，入学新生英语差，就应当实事求是地首先，比如在第一学期，着力给他们补好英语这一课（这是专业基础之基础），其他暂且免谈或少谈；师生都应放下架子，借此机会共同把各自的英语知识和技能认真清理一遍，提高一步，并在以后的教与学中把不断提高自己英语应用水平当作头等大事常抓不懈。这样，无论是强调还是实践“学理论、搞科研、写文章”就都不再是欺人之谈：教师英语好，不仅能给学生做出榜样，而且说话有号召力；学生英语好，干什么都有信心，干什么都行。否则，英语专业培养研究生，在消耗了人力、物力和财力资源、最终让我们师生们脸红之余，推向社会的只是一些粗通英语、连用英语办实事的能力也不具备的空头“高级人才”。

但我坚信，随着英语专业招收研究生人数逐年上升、入学英语水平逐年下降，随着研究生们毕业时把自己的那么一点英语行为能力“研究”殆尽，随着英语专业毕业研究生就业形势日趋严峻，以上这些再简单不过的道理必将逼着决策者们认识到：得多少奖和写多少论文，既不该是科学工作的目标，更不该是教学工作的目标。

这里提出了一个原来很清楚、现在却需要澄清的问题，即本属技能—应用型的短线专业英语专业应如何给自己定位、定向？在我国，无论是在一所综合型还是研究型的大学里，英语专业的应用型属性并不因为教育层次的改变而改

变。即使在硕士生阶段，英语专业也还是要培养技术型而不是学术型的人才。但现在的导向确是研究生阶段一律培养“理论—研究型”人才。这里，我有两个“不相信”：第一，我不相信中国的改革和发展需要那么多的英语专业“理论—研究型”人才；第二，我不相信许多连本科生都教不好的英语专业，其硕点和博点真能培养出“理论—研究型”人才来。如此导向，双重不切实际：既无必要，也无可能。况且，大家都去“学理论、搞科研、写文章”，也就是说，大家都玩假、大、空，谁来办实事？谁还会想到办实事？谁还有能力办实事？道理人人都懂，有人就是装不懂，利用决策者的失误，变本加厉地误导舆论、误导青年，煞有介事地强调“理论水平”、“科研成果”和“在核心期刊上发表文章”的重要性，听似高论，实属扯淡，以为别人不懂：这只不过是掩人耳目、为学术欺诈和学术泡沫配上冠冕堂皇的标签而已。这多年来的事实不正是如此吗？

逆流下面摘录的，是英语专业某些有代表性的教授、硕导和博导等以“大师”的口气在公开场合对同行和学生们发表的训示，足以反映这多年来英语专业到底发生了一些什么事：

——你们年轻人[指研究生]看一个教师的水平，不能光看他英语好、教学好这些表面现象。教师水平主要看他的科研成果，看他在“核心期刊”上发表文章的数量。英语专业

也有“哥德巴赫猜想”这样的课题，大家要多搞科研、多发文章。守着电脑，抄巴抄巴不就是一篇？有人死脑筋，就是不愿放下架子（抄）。

——现在生源差，不好教，教师很难在教学上做出成绩来；只有搞科研、写文章、发表文章，才能创造效益。

——研究英美文学，不需要英语听、说能力，能读就行了；读不懂英美原著也没有关系，可以读翻译作品嘛，中文系不也研究英美文学吗？最重要的是多写文章、多发表文章，这样，职称和岗位津贴就都上去了。

——我们是译学家，是研究翻译理论的，不是做具体翻译工作的；拿一篇东西来，要我们翻译，这是无理取闹。对我们来说，懂不懂英语、英语水平如何，都无关紧要；某某某教授，中文系出身，英语半路出家，不是在英—汉翻译研究方面很有成就吗？写翻译研究的论文，资料有的是，用汉语写，这有什么难的？教师以科研为本。

——我是研究二语习得的，是搞理论研究的，不是教书匠；要我上课堂去教英语，这是妒嫉我在学术上的成功，是有意给我出难题；我们只读到Krashen写的文章，还没听说过他在美国哪所大学英语系上英语课。

——外国语言学和语言符号学是英语专业高层次的研究课题。我们也一样用英语讲课，学生听不懂，那是因为他们理论水平低、不懂外国语言学和语言符号学；英语研究生

是研究语言学理论的，不是来学英语的。

这些听来恬不知耻、前言不搭后语的梦呓，却都是英语专业学术邪教的真经，浓缩起来就是一句话：英语专业可以不要英语，可以不要英语教学，但万万少不得科研。那就让我们看看这20多年来的“科研成果”吧。

说来叫人脸红，现如今高校英语学科能获承认的最高档次科研成果——发表在“核心期刊”上的论文或省级以上出版社出版的专著——若是用汉字印出的，多为译述；若是以英文问世的，则大多是通过明抄、暗剽拼凑起来的；原创性研究成果属凤毛麟角。在眼高手低的学者看来，翻译是不能算作成果的，但若把“张三译”改署为“张三编著”或干脆“张三著”（如果是论文，就只署“张三”，其功效同“张三著”），这就成了张三的“科研成果”。抄袭和剽窃一向为学术界所不齿，但若巧妙地运用明抄和暗剽，并努力实践著名

“If you steal 的美国巧嘴才子Wilson Mizner说过的那句名言：

from one author, it’s plagiarism; if you steal from many, it’s research.”，最后再勇敢地署上“李四著”，那么，这就是李四的“科研成果”了。这种直接“拿来”式的剽窃要比“译述”——也是一种剽窃——便捷得多，缺点是容易被识破。这里说了一个演变过程：先是实事求是的“译”，后有比“译”方便的“译述”，继而“译述”被羞答答的“编著”所取代；发展到今天，“编著”已不够劲，正被明目张胆地

简化成一个响当当的“著”。从羞羞答答到明目张胆，从“编著”到“著”，其妙处就在于：不著一字，尽得风流——当今高校英语专业科研欺诈中的一大奇观。

英语专业科研的另一特色是纸上谈兵，制造废纸。其表现形式主要有两种，性质都属于“假洋鬼子说事”。一是高谈阔论外国语言学或更高深的语言符号学，以示学术水平之高，亦即把简单的问题搞复杂，直至绝大多数人不懂，甚至连自己也读不懂自己“写”的文章。二是脱离中国英语教学实际，不厌其烦地拿着国外第二语言习得理论做文章，反来复去地炒作那一套自己从来就没有实施过、也永远实施不了的、甚至连自己也弄不明白的策略、模式和方法。两路人马，殊途同归，最终留给学界公众的是一堆又一堆、一批又一批、没完没了的文字垃圾。我曾问一位经常在“核心期刊”上发表文章的新潮学者：“你认为你发表在‘核心期刊’上的文章真地有人去读吗？或换一个问法：你自己认真读过‘核心期刊’上的文章吗？”回答是：“别问了。都是糊弄人的。”这些新潮学者之间的相互问候也很新潮：“哥儿们，最近又炮制什么垃圾啦？”这不，都是明白人嘛。

剽窃和空谈是当今英语界的两大公害，但也有不少胆子大、脸皮厚的学术骗子借此成就功名、飞黄腾达。于是，我们还见到这样一些怪现象：说不出一句囫囵英语的“英语教授”，教不了英语课的“英语教育家”，连自己代表作的英语

书名也没有写对的“英语语言学权威”，不敢接受翻译任务的“译学家”，读不懂原著的“英美文学专家”，不敢直面来访英美学者的“学科带头人”，浅薄的“博士”，比博士生还要薄的“博导”，等等。这些英语专业学术强人的共同弱点是英语都很蹩脚、读书少、文化低、见识短、底气不足、捉襟见肘，其共同的行为特征是同行之间当面心照不宣、当众相互吹捧、背后相互倾轧，学生面前冒充权威，行家面前心虚胆怯。

大家都看得见，这多年来，英语专业的所谓“学理论、搞科研、写文章”只不过是假洋鬼子们护身、唬人的三把刀；他们比常人多出一只手，专事加工时髦“洋货”的复制品、仿制品和剽制品等“三品”文章。这些“三品”学者争相表演，吹泡沫、行欺诈、盗虚名、掠实利，在高等英语教育界形成了一股逆流。现在，在“核心期刊”上发表一篇三品文可以拿到的岗位津贴高得吓人∶在A级“核心期刊”上发表一篇，折合一学年每周3课时的工作量；每学年以40周计，则折合120课时；具有高级职称的人员每课时岗位津贴平均以100元计，则凭着一篇A级“核心期刊”上的三品文就可掠得一万二千元的不义之财，相当于一名普通教职工辛苦两年的岗位津贴！（B级一篇折合80课时，即八千元；C级一篇折合40课时，即四千元；等等。）说它“不义”，一是这些东西本都是偷来的，二是偷来的东西还要折成教学工作量

以便合法地掠取普通教职员工用汗水换来的教学收益。最可悲的是，这些“核心期刊”上的空头文章对解决长期存在的英语教学质量问题毫无助益，还严重败坏高校学风、学德，得益的只是垃圾成果制造者本人。他们在大气候的庇护下，仗着三把刀、三只手和三品文，有持无恐地追名、逐利；还有现身说法的，在学术上误人子弟，在道德上误导青年，以提倡“学理论、搞科研、写文章”为名，行“逼良为娼”、“诱良为娼”之实。盗贼堂而皇之地名权利三收，娼妓名正言顺地率先富起来，这对意志薄弱者来说都是考验。年轻人承受不了评职称、评津贴、评奖金的诱惑和压力，也有干起“三品”来的。现在的“三品”，犹如当年的“八股”，已成为英语专业某些空头学者求取功名的敲门砖；现在的“三品”，还不如当年的“八股”：只要肯花钱，什么样的狗屁文章都能托关系、找关系发表在“学术期刊”上，所谓的“核心期刊”也不例外，甚至更黑。这里，我建议那些被功名利禄迷了心窍的男女老少们都读一读或重温一下吴敬梓的《儒林外史》，比一比三品文与八股文的异同，瞧一瞧老祖宗们的嘴脸，顺便也照一照镜子，认一认镜子中的自己——现代“儒林”中的“强人”。

事到如今，该是英语专业同仁荡涤这股逆流带来的污泥浊水、修复求真务实正道的时候了；事到如今，该是英语专业学术明星们少谈些理论、多解决些问题的时候了；事到如

今，该是英语专业主事者们猛醒的时候了。

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