ChatGPT等生成式人工智能对大学英语学习的影响分析

An Analysis of the Impact of ChatGPT and Other Generative AI on College English Learning

摘要: 近年来，以ChatGPT为代表的生成式人工智能技术迅速发展，并在高等教育领域引发广泛关注。相较于传统信息技术，生成式人工智能在自然语言理解与生成方面具有更强的交互性和智能性，已被大学生广泛应用于英语写作、词汇与语法学习、阅读理解和翻译等环节。本文以ChatGPT等生成式人工智能工具为研究对象，基于相关文献梳理与教学实践分析，概括其基本特征及在大学英语学习中的主要应用场景，系统探讨生成式人工智能对大学英语学习的积极影响与潜在问题。分析表明，生成式人工智能有助于提升学习自主性与学习效率、拓展学习资源与学习方式、增加语言输入与输出练习机会，但过度或不当使用也可能导致学习依赖、语言能力发展受限以及学术规范与学习伦理边界模糊等风险。基于上述分析，本文从教学实践角度提出构建“任务-AI使用矩阵”、强化过程性评价与反思性学习、完善课程规范与使用指引等建议，强调应将生成式人工智能合理定位为辅助性工具，以推动其在大学英语教学中的规范、理性应用。

Abstract: In recent years, generative artificial intelligence technologies exemplified by ChatGPT have advanced rapidly, attracting significant attention within the higher education sector. Compared to traditional information technologies, GenAI exhibits stronger interactivity and intelligence in understanding and generating natural language, and has been widely used by university students for English composition, vocabulary and grammar learning, reading comprehension, and translation. Drawing on a review of relevant literature and reflections on teaching practice, this paper outlines the main features of ChatGPT and other GenAI tools as well as their major application scenarios in college English learning, and systematically examines their positive impacts and potential problems. The analysis suggests that GenAI can enhance learners’ autonomy and efficiency, expand learning resources and modes, and provide more opportunities for language input and output practice. However, excessive or inappropriate use may also lead to risks such as learning dependence, constrained language development, and blurred boundaries of academic integrity and learning ethics. In response, the paper proposes several pedagogical implications, including constructing a “task-AI use matrix”, strengthening process-oriented assessment and reflective learning, and clarifying course-level regulations and usage guidelines. It argues that GenAI should be positioned as an auxiliary rather than substitutive tool so as to promote its responsible and well-informed integration into college English teaching.