本文選題：英語浸入式　切入點：第二語言　出處：《陜西師范大學》2009年碩士論文

【摘要】： 從20世紀60年代起,許多心理學家和語言學家對兒童能自然而然、毫不費力的習得母語產(chǎn)生了濃厚的興趣,將母語習得理論運用在第二語言習得中成為語言教育的一大趨勢,成為外語教學改革的重點和方向。20世紀60年代始于加拿大的法語浸入式教學不失為一種順應時代、改革創(chuàng)新、迎接挑戰(zhàn)的最佳教學模式。目前,浸入式教學做為一種有效的第二語言教學模式被世界上許多國家所采納、接受和運用。1997年,中國西安開展的英語浸入式教學,是以英語做為教學語言,把英語最大限度的運用于教學中,對母語為漢語的兒童進行各種教學活動及組織日常生活活動。幼兒英語浸入式是浸入式教學的起始階段,奠基階段,是兒童在園一半時間被“浸泡”在第二語言環(huán)境中。這種“浸泡”并非是隨意和盲目的,而是一種既有目標又有層次的潛移默化、循序漸進的教學過程,在尊重兒童身心發(fā)展特點的基礎上發(fā)展第二語言的各項能力,這其中語用的發(fā)展是兒童語言發(fā)展的動力和源泉。這是因為兒童語音、語義、語法能力的發(fā)展是在兒童實際運用語言的過程中發(fā)展起來的,是在與他人進行言語交流中發(fā)展起來的,如果兒童積累了很多詞匯和句型卻沒有使用的機會,語言學習就變得毫無意義、毫無源動力,最后會成為啞巴英語或者是嚴重傷害兒童學習英語的興趣和積極性。我國教育部2001年頒布的《幼兒園教育指導綱要(試行)》(以下簡稱《綱要》),第一次明確地提出了重視兒童語言運用的要求,從國家課程實施的角度肯定了語言運用的重要性。在這一理念的指引下,國內(nèi)兒童語言教育的觀念發(fā)生了根本性的變化,從以前重視培養(yǎng)兒童語音、語法、語義的能力轉(zhuǎn)變?yōu)楝F(xiàn)在重視對兒童語用能力的培養(yǎng)。目前,國內(nèi)對兒童語用的研究主要集中在兒童母語語用發(fā)展與其主要養(yǎng)護人母親的言語關(guān)系研究上,對于兒童第二語言語用的實證性研究基本上還處于空白階段。 本文作為“幼兒英語浸入式”研究項目的一個子課題,對4-5歲兒童在英語浸入式環(huán)境下第二語言發(fā)展過程中語言運用能力的發(fā)展特征進行研究,采用量化研究和質(zhì)性研究相結(jié)合的方法對4-5歲兒童在實施英語浸入式教學第一年所表現(xiàn)出來的語言運用發(fā)展特點進行分析,以探討在中國實施英語浸入式教學,兒童的第二語言運用能力的發(fā)展情況。為了了解和研究兒童語用發(fā)展不同時期的特征,更好的展現(xiàn)兒童語用發(fā)展的過程,本研究把縱向追蹤的一年時間,分成了六個階段。量化研究根據(jù)國際上通用的兒童語言資料轉(zhuǎn)換系統(tǒng)—CHILDES對收集的不同階段的語料在言語行為層面INCA-A進行編碼,以了解語用發(fā)展的階段特征和總體特征；質(zhì)性研究部分采用觀察、錄像、訪談的方法,結(jié)合語料探討兒童語用發(fā)展的影響因素,討論兒童語用發(fā)展的主要方式,以期更全面的了解兒童語言運用能力的發(fā)展情況。 研究發(fā)現(xiàn)： 1、4-5歲兒童在英語浸入式教學模式下第二語言由不規(guī)范、隨意、簡單逐步向規(guī)范、得體、連貫發(fā)展。 2、4-5歲兒童在一年間隨著英語浸入式教學的逐步展開和時間的推進,兒童的言語交流傾向更加清晰,言語行為類型逐漸增加,言語變通程度更加靈活,語言交往水平不斷提高,兒童語用能力逐步發(fā)展。 3、在英語浸入式教學開展過程中兒童第二語言存在著一些較早出現(xiàn)并且常用的核心類型。 4、4-5歲兒童發(fā)展第二語言運用能力的主要方式是模仿和建構(gòu)。 5、4-5歲兒童語用能力的習得過程反映了兒童語言與認知之間的互相促進。
[Abstract]:From 1960s onwards, many psychologists and linguists on children can naturally effortless language acquisition have a strong interest in the language acquisition theory, will become a major trend of language education in the process of second language acquisition, has become the focus and direction of foreign language teaching reform in 60s began in the.20 century French immersion teaching is Canada a times, reform and innovation, to meet the challenges of the best teaching mode. At present, immersion teaching as an effective second language teaching mode adopted by many countries in the world, accept and use.1997, English immersion teaching Chinese carried out in Xi'an, is in English as the teaching language, to maximize the use of English in in the teaching of Chinese children of all kinds of teaching activities and organize the activities of daily living. Children English immersion is immersed into the type teaching The initial stage, the foundation stage, the children in the park is half the time to be immersed in the second language environment. This "immersion" is not random and blind, but both a target and level of the subtle, the teaching process step by step, the ability of second language development in respect of development characteristics of children the heart, the pragmatic development is the motivation and source of children's language development. This is because the children's speech, semantic, grammatical competence development is developed in the process of children's linguistic practice, is developed in verbal communication with others, if the child has accumulated a lot of words and sentences did not use the opportunity, language learning becomes meaningless, no power source, will eventually become dumb English or serious harm to children's interests and enthusiasm in learning English education in China. In 2001 the Ministry issued "guidelines for Kindergarten Education (Trial)" (hereinafter referred to as the "Outline"), the first time clearly presents the importance of children's language requirements, the implementation of the national curriculum from the perspective of affirming the importance of language use. In this idea, fundamental changes have taken place in the domestic children the concept of language education, attach great importance to the cultivation of children's speech, from the previous grammar, semantic transformation ability now to pay attention to the cultivation of children's pragmatic competence. At present, the domestic research on children's pragmatic focus on child development and its main L1 pragmatic study on the speech on the mother relationship maintenance, for empirical research on the pragmatic of second children basically is still in the blank stage.
This paper is a sub topic of "English immersion" research project, research on the development characteristics of children aged 4-5 years in the development of English immersion environment of the two language skills in language use, the method of quantitative research and qualitative research to 4-5 year old children use the development characteristics in the implementation of English Immersion Teaching first the performance out of the language analysis, to explore the implementation of China in English immersion teaching, the development of children's second language skills. In order to understand and study the characteristics of different periods of the development of children's pragmatic, better show the process of children's pragmatic development, this study of the longitudinal time of the year, divided into six the quantitative research stage. According to the international general child language data system of CHILDES on different stages of the data collected at the speech act level INCA-A In the stage of encoding, characteristics and general characteristics of development of this part; qualitative research by means of observation, video, interview method, combined with the influence factors of children's pragmatic development corpus, mainly discusses the way of children's pragmatic development, to a more comprehensive understanding of children's language ability development.
The study found that:
The two language of 1,4-5 years old children in the English immersion teaching model is not standard, arbitrary and simple, and gradually develops to the standard, proper and coherent.
2,4-5 years old children in a year with the English immersion teaching has been carried out and the advance of time, children's verbal communication tendency is more clear, the type of speech act increases gradually, more and more flexible alternative verbal language communication, and constantly improve the level of development of children's pragmatic competence.
3, in the course of English immersion teaching, there are some early and common core types of children's second language.
The main way for 4,4-5 year olds to develop the ability to use the second language is imitation and construction.
The process of learning 5,4-5 years old children's pragmatic competence reflects the mutual promotion between children's language and cognition.

【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：G613.2

【參考文獻】

相關(guān)期刊論文 前10條

1 張勇;從語用學維度審視英語交際能力的培養(yǎng)[J];阿壩師范高等專科學校學報;2003年01期

2 強海燕,趙琳;加拿大第二語言浸入式教學及其在我國的借鑒[J];比較教育研究;2000年04期

3 趙琳;我國幼兒園英語浸入式教學研究報告[J];比較教育研究;2004年07期

4 汪玲玲;盛楠;;國內(nèi)外二語習得研究對比[J];巢湖學院學報;2007年05期

5 張萌;張積家;;維果茨基的心理語言學思想述評[J];華南師范大學學報(社會科學版);2006年01期

6 葛文山;;語文教學給英語教學的三個啟示[J];中小學外語教學(中學篇);2008年10期

7 王萌;;淺談訪談法中的提問技巧[J];現(xiàn)代教育科學;2006年10期

8 顧亞明;;加強英語語境教學的重要性[J];考試周刊;2008年20期

9 左曉甜;;淺談第二語言學習的科學發(fā)展模式及學習策略[J];科技信息;2009年04期

10 曲晗;非語言行為的運用[J];遼寧教育;2003年03期

相關(guān)碩士學位論文 前3條

1 狄飛;幼兒英語浸入式教學的研究與實驗[D];西北師范大學;2001年

2 高曉妹;幼兒園第二語言教學模式研究[D];南京師范大學;2004年

3 惠永利;英語浸入式教學中師幼言語互動研究[D];陜西師范大學;2007年

，

本文編號：1714184