1 Introduction

This section introduces the establishment of Foreign Language Pedagogy as a secondary discipline and emphasizes its significance for foreign language education research. It points out the lack of theoretical guidance in China's foreign language curriculum development and the influence of Western theories on foreign language teaching, which hinders the systematic construction of foreign language education theories and the improvement of educational quality. Against the backdrop of social and technological challenges facing foreign language education, systematic research on Foreign Language Pedagogy and the construction of a localized theoretical system have become urgent. The article will clarify basic concepts and terminology, analyze educators' perceptions of foreign language curricula and teaching, explore the inheritance and development of relevant theoretical achievements, and lay foundational work for advancing foreign language curriculum theory and teaching theory.

2 Reflections on Basic Concepts and Terminology

This section examines core concepts and terminology in Foreign Language Pedagogy, highlighting their importance for constructing the disciplinary framework. First, it distinguishes between "foreign language" and "second language," clarifying that "foreign language" in Foreign Language Pedagogy refers to a non-native language, while "second language" denotes a language that plays a major role in a specific country or region but is not the first language. Next, it explains that "Foreign Language Pedagogy" is the discipline studying the entire process of foreign language education and is closely related to pedagogy. Additionally, it discusses the broad and narrow definitions of "foreign language curriculum," noting that it encompasses not only language skill instruction but also knowledge transmission through the foreign language. The section further explores the concepts of "foreign language curriculum theory" and "foreign language teaching theory," with the former focusing on curriculum design and implementation and the latter examining the general principles of foreign language teaching. Finally, it emphasizes that foreign language teaching should not only impart language skills and knowledge but also foster holistic education through language to promote comprehensive human development.

3 Cognitive Differences and Research Domains in Foreign Language Curriculum and Teaching

This section discusses traditional Chinese perceptions of "foreign language curriculum" and "foreign language teaching" and their impact on foreign language education. It notes that these perceptions have led to an overemphasis on language knowledge and skill acquisition while neglecting the goal of fostering students' holistic development through foreign language education. The analysis highlights biases in China's foreign language education management, teaching, and assessment, as well as limitations in curriculum design and instructional organization. It stresses that foreign language curriculum theory and teaching theory, from the perspective of Foreign Language Pedagogy, must transcend traditional research boundaries and address foreign language teaching and learning from an educational standpoint, thereby constructing robust theoretical frameworks. Four levels of foreign language curriculum and teaching research are proposed, including teaching "foreign language," teaching "foreign language + disciplinary knowledge," teaching "disciplinary knowledge," and supplementary courses for foreign language education. The section concludes by emphasizing that research in foreign language curriculum theory and teaching theory should draw from pedagogical curriculum and teaching theories to address gaps in foreign language education research.

4 Inheritance and Development of Foreign and Domestic Theoretical Achievements in Foreign Language Curriculum and Teaching

Chang Junyue (2022) reviews various guiding theories in foreign and domestic foreign language curriculum and teaching, including basic knowledge orientation, basic skill orientation, multiple competency orientation, multiple intelligences orientation, production-oriented approach, empowerment, content and language integration, and humanistic English education theory. While these theories have achieved progress in curriculum design, teaching implementation, assessment, textbook development, and teacher development, challenges remain, necessitating further exploration and advancement.

5 Conclusion

This section underscores the importance of foreign language curriculum theory and teaching theory in the disciplinary construction of Foreign Language Pedagogy. It clarifies relevant concepts and terminology, examines the impact of cognitive differences on theoretical development, identifies weaknesses and gaps in current theories, and raises questions about inheriting and advancing existing foreign language education theories, aiming to provide insights for China's foreign language education.