侗族地區(qū)高校多語(yǔ)課堂跨語(yǔ)言語(yǔ)類教學(xué)研究
發(fā)布時(shí)間：2023-02-09 19:23
在全球化潮流的影響下,多語(yǔ)教育已成為世界各地教育中的常態(tài),在中國(guó)這個(gè)多民族國(guó)家亦是如此。二十一世紀(jì)以來(lái),隨著英語(yǔ)作為國(guó)際交流語(yǔ)言的廣泛傳播,我國(guó)少數(shù)民族地區(qū)已進(jìn)入了三語(yǔ)教育和三語(yǔ)兼通的時(shí)代。近年來(lái),越來(lái)越多的研究關(guān)注這一新現(xiàn)象,但這些研究主要采用單語(yǔ)路徑,關(guān)注焦點(diǎn)為英語(yǔ)單語(yǔ),針對(duì)少數(shù)民族地區(qū)特別是侗族地區(qū)多語(yǔ)特征的課程和教學(xué)法研究較為缺乏。同時(shí),在教學(xué)實(shí)踐方面,由于侗族地區(qū)存在多語(yǔ)教育發(fā)展緩慢,學(xué)生總體英語(yǔ)水平不高,母語(yǔ)得不到重視,多語(yǔ)能力培養(yǎng)成效較低等現(xiàn)象。因此,本研究基于跨語(yǔ)言行為和系統(tǒng)功能語(yǔ)言學(xué)語(yǔ)類教學(xué)法理論,構(gòu)建了以三語(yǔ)兼通為教育目標(biāo)的多語(yǔ)教學(xué)模型,并采用該模型設(shè)計(jì)和實(shí)施侗族地區(qū)多語(yǔ)教育背景下的大學(xué)英語(yǔ)教學(xué)干預(yù)項(xiàng)目,旨在提高侗族地區(qū)學(xué)生的英語(yǔ)水平和多語(yǔ)能力,為我國(guó)少數(shù)民族地區(qū)多語(yǔ)教育提供新路徑。本研究將對(duì)此次教學(xué)干預(yù)項(xiàng)目的實(shí)施和影響進(jìn)行評(píng)估,旨在回答以下三個(gè)問(wèn)題:(1)如何基于跨語(yǔ)言行為理論和語(yǔ)類教學(xué)法理論,構(gòu)建一個(gè)多語(yǔ)教學(xué)模型,用以指導(dǎo)侗族地區(qū)多語(yǔ)教育語(yǔ)境下的英語(yǔ)教學(xué)和以三語(yǔ)兼通為教學(xué)目標(biāo)的三語(yǔ)教育?(2)如何運(yùn)用跨語(yǔ)言語(yǔ)類教學(xué)法(TL-GBP)模型,將學(xué)生的整體語(yǔ)言意庫(kù)有效...
【文章頁(yè)數(shù)】：299 頁(yè)
【學(xué)位級(jí)別】：博士
【文章目錄】：
List of symbols and abbreviation
Abstract
摘要
Chapter One Introduction
1.1 Contextual background
1.1.1 Overview of Dong ethnic minority group
1.1.1.1 Demography and history
1.1.1.2 Language and culture
1.1.2.3 Ethnic classics
1.1.2 General situation of multilingual education in China
1.1.2.1 Multilingual practices in minority communities
1.1.2.2 Multilingual education in China
1.1.2.3 Multilingual education in Dong area
1.2 Research rationale
1.2.1 Need for effective multilingual education
1.2.2 Need for equally positioning languages in multilingual education
1.2.3 Need for reasonable language use in multilingual classrooms
1.2.4 Applicability of genre-based pedagogy and translanguaging approaches.
1.2.5 Personal position
1.3 Research questions
1.4 Research significance
1.4.1 Theoretical significance
1.4.2 Practical significance
1.4.3 Methodological significance
1.5 Research innovations
1.6 The organization of the dissertation
Chapter Two Literature Review
2.1 Previous research on multilingual education
2.1.1 Third language acquisition
2.1.2 Multilingual approach to language teaching
2.1.3 New trends: towards a holistic approach
2.1.4 Domestic research on multilingual education
2.1.4.1 Research on third language acquisition
2.1.4.2 Multilingual education in Chinese minority areas
2.1.5 Problems and limitations
2.2 Previous research on translanguaging
2.2.1 Development of translanguaging theory
2.2.2 Translanguaging as pedagogic strategies
2.2.3 Translanguaging in writing
2.2.4 Domestic research on translanguaging
2.2.5 Problems and limitations
2.3 Previous research on genre-based pedagogy
2.3.1 Principles: language, genre and pedagogy
2.3.1.1 Language in context
2.3.1.2 Guidance through interaction
2.3.2 Development of genre-based pedagogy
2.3.2.1 Language and Social Power
2.3.2.2 Write it Right
2.3.2.3 Reading to Learn
2.3.3 Domestic research on genre-based pedagogy
2.3.4 Problems and limitations
2.4 Summary
Chapter Three Theoretical Preliminaries
3.1 Translanguaging
3.1.1 Tranlanguaging in education
3.1.2 Translanguaging and minority languages
3.2 Genre-based pedagogy
3.2.1 The knowledge genres
3.2.2 The curriculum genres
3.3 Translanguaging genre-based pedagogy
3.3.1 Translanguaging as pedagogic strategies
3.3.2 TL-R2L teaching/learning cycle
3.3.3 Building metalanguage in stories
3.3.4 Building KAL: Discourse and grammar
3.4 Summary
Chapter Four Research Design
4.1 Research stages: an overview
4.1.1 The description stage
4.1.2 The intervention stage
4.2 Participants
4.3 Research methods
4.4 Data collection
4.5 Design of the curriculum genres
4.5.1 Multilingual reading texts
4.5.2 Two iterative learning cycles
4.5.3 Classroom interactions: analytical tools and program design
4.5.3.1 Pedagogic activities
4.5.3.2 Pedagogic relations
4.5.3.3 Pedagogic modalities
4.6 Summary
Chapter Five Pedagogic Practices
5.1 Iteration 1
5.1.1 Preparing for reading
5.1.1.1 Preparation for English knowledge
5.1.1.2 Reflections on preparing for reading
5.1.2 Detailed reading
5.1.2.1 Identifying wordings
5.1.2.2 Dense elaboration
5.1.2.3 Reflections on detailed reading
5.1.3 Sentence making
5.1.3.1 Building knowledge about English language
5.1.3.2 Reflections on sentence making
5.1.4 Joint construction
5.1.4.1 Lesson activities in joint construction
5.1.4.2 Negotiating wordings and sentences for the joint text
5.1.4.3 The jointly constructed texts
5.1.4.4 Handing over the control to students
5.1.4.5 Reflections on joint construction
5.1.5 Towards Iteration 2
5.2 Iteration 2
5.2.1 Detailed reading
5.2.1.1 Translanguaging practices in the exchange
5.2.1.2 Re-instantiation in the Elaborate phase
5.2.1.3 Reflections on detailed reading
5.2.2 Joint construction
5.2.2.1 Lesson activity: Realizing re-instantiation
5.2.2.2 Re-expressing bilingual texts in L3
5.2.2.3 The jointly constructed texts
5.2.2.4 Reflections on joint construction
5.3 Summary
Chapter Six Students’ Writing Development in L3
6.1 Writing assessment criteria
6.1.1 R2L assessment criteria
6.1.2 Considerations in assessing L3 writing texts
6.2 Assessing pre-intervention text
6.2.1 Genre and register
6.2.2 Discourse and Grammar
6.2.3 Graphic features: spelling and punctuation
6.2.4 The students’ linguistic competence in the pre-texts
6.3 Assessing individual construction
6.3.1 The learning task in individual construction
6.3.2 Writing production in individual construction
6.3.2.1 Individual construction in Class 1
6.3.2.2 Individual construction in Class 2
6.3.3 The role of individual construction
6.4 Assessing post-intervention text
6.4.1 Independent writing task
6.4.2 Narrative for ethnic stories
6.4.2.1 Genre and register
6.4.2.2 The expansion of language resources
6.4.2.3 Grammatical development
6.4.2.4 Graphic features
6.5 Summary
Chapter Seven Other Impact of the Intervention Program
7.1 Students’ use of translanguaging strategies
7.1.1 Translation
7.1.2 Code-switching
7.1.3 Code-switching and translation
7.1.4 Application of prior knowledge
7.2 Additional translanguaging strategies for Class 2
7.2.1 Learning multilingual idioms
7.2.2 Composing English idioms in Dong song
7.2.3 Reflections on the translanguaging strategies
7.3 Tracing the development of students’ multilingual competence
7.3.1 L3 talk development
7.3.2 L1 literacy development
7.4 Development of students’ metalinguistic awareness
7.4.1 Translanguaging for support
7.4.2 Translanguaging for enhancement
7.5 Translanguaging for multilingual identity
7.6 Summary
Chapter Eight Conclusion
8.1 Summary of the findings
8.1.1 TL-GBP
8.1.2 The pedagogic practices of the intervention program
8.1.3 The impact of the pedagogy
8.2 Strengths and implications of the research
8.2.1 Strengths
8.2.2 Pedagogic implications
8.4 Prospects for future research
Bibliography
Appendix 1: Questionnaire
Appendix 2: Interview Questions
Appendix 3: Teaching materials
Appendix 4: Scores of pre- and post-texts
Appendix 5: Samples of pre- and post-texts assessment
Appendix 6: Samples of students’ pre-text
Appendix 7: Samples of students’ individual construction – Class 1
Appendix 8: Samples of students’ individual construction – Class 2
Appendix 9: Samples of students’ post-text
Acknowledgements
本文編號(hào)：3739111
【文章頁(yè)數(shù)】：299 頁(yè)
【學(xué)位級(jí)別】：博士
【文章目錄】：
List of symbols and abbreviation
Abstract
摘要
Chapter One Introduction
1.1 Contextual background
1.1.1 Overview of Dong ethnic minority group
1.1.1.1 Demography and history
1.1.1.2 Language and culture
1.1.2.3 Ethnic classics
1.1.2 General situation of multilingual education in China
1.1.2.1 Multilingual practices in minority communities
1.1.2.2 Multilingual education in China
1.1.2.3 Multilingual education in Dong area
1.2 Research rationale
1.2.1 Need for effective multilingual education
1.2.2 Need for equally positioning languages in multilingual education
1.2.3 Need for reasonable language use in multilingual classrooms
1.2.4 Applicability of genre-based pedagogy and translanguaging approaches.
1.2.5 Personal position
1.3 Research questions
1.4 Research significance
1.4.1 Theoretical significance
1.4.2 Practical significance
1.4.3 Methodological significance
1.5 Research innovations
1.6 The organization of the dissertation
Chapter Two Literature Review
2.1 Previous research on multilingual education
2.1.1 Third language acquisition
2.1.2 Multilingual approach to language teaching
2.1.3 New trends: towards a holistic approach
2.1.4 Domestic research on multilingual education
2.1.4.1 Research on third language acquisition
2.1.4.2 Multilingual education in Chinese minority areas
2.1.5 Problems and limitations
2.2 Previous research on translanguaging
2.2.1 Development of translanguaging theory
2.2.2 Translanguaging as pedagogic strategies
2.2.3 Translanguaging in writing
2.2.4 Domestic research on translanguaging
2.2.5 Problems and limitations
2.3 Previous research on genre-based pedagogy
2.3.1 Principles: language, genre and pedagogy
2.3.1.1 Language in context
2.3.1.2 Guidance through interaction
2.3.2 Development of genre-based pedagogy
2.3.2.1 Language and Social Power
2.3.2.2 Write it Right
2.3.2.3 Reading to Learn
2.3.3 Domestic research on genre-based pedagogy
2.3.4 Problems and limitations
2.4 Summary
Chapter Three Theoretical Preliminaries
3.1 Translanguaging
3.1.1 Tranlanguaging in education
3.1.2 Translanguaging and minority languages
3.2 Genre-based pedagogy
3.2.1 The knowledge genres
3.2.2 The curriculum genres
3.3 Translanguaging genre-based pedagogy
3.3.1 Translanguaging as pedagogic strategies
3.3.2 TL-R2L teaching/learning cycle
3.3.3 Building metalanguage in stories
3.3.4 Building KAL: Discourse and grammar
3.4 Summary
Chapter Four Research Design
4.1 Research stages: an overview
4.1.1 The description stage
4.1.2 The intervention stage
4.2 Participants
4.3 Research methods
4.4 Data collection
4.5 Design of the curriculum genres
4.5.1 Multilingual reading texts
4.5.2 Two iterative learning cycles
4.5.3 Classroom interactions: analytical tools and program design
4.5.3.1 Pedagogic activities
4.5.3.2 Pedagogic relations
4.5.3.3 Pedagogic modalities
4.6 Summary
Chapter Five Pedagogic Practices
5.1 Iteration 1
5.1.1 Preparing for reading
5.1.1.1 Preparation for English knowledge
5.1.1.2 Reflections on preparing for reading
5.1.2 Detailed reading
5.1.2.1 Identifying wordings
5.1.2.2 Dense elaboration
5.1.2.3 Reflections on detailed reading
5.1.3 Sentence making
5.1.3.1 Building knowledge about English language
5.1.3.2 Reflections on sentence making
5.1.4 Joint construction
5.1.4.1 Lesson activities in joint construction
5.1.4.2 Negotiating wordings and sentences for the joint text
5.1.4.3 The jointly constructed texts
5.1.4.4 Handing over the control to students
5.1.4.5 Reflections on joint construction
5.1.5 Towards Iteration 2
5.2 Iteration 2
5.2.1 Detailed reading
5.2.1.1 Translanguaging practices in the exchange
5.2.1.2 Re-instantiation in the Elaborate phase
5.2.1.3 Reflections on detailed reading
5.2.2 Joint construction
5.2.2.1 Lesson activity: Realizing re-instantiation
5.2.2.2 Re-expressing bilingual texts in L3
5.2.2.3 The jointly constructed texts
5.2.2.4 Reflections on joint construction
5.3 Summary
Chapter Six Students’ Writing Development in L3
6.1 Writing assessment criteria
6.1.1 R2L assessment criteria
6.1.2 Considerations in assessing L3 writing texts
6.2 Assessing pre-intervention text
6.2.1 Genre and register
6.2.2 Discourse and Grammar
6.2.3 Graphic features: spelling and punctuation
6.2.4 The students’ linguistic competence in the pre-texts
6.3 Assessing individual construction
6.3.1 The learning task in individual construction
6.3.2 Writing production in individual construction
6.3.2.1 Individual construction in Class 1
6.3.2.2 Individual construction in Class 2
6.3.3 The role of individual construction
6.4 Assessing post-intervention text
6.4.1 Independent writing task
6.4.2 Narrative for ethnic stories
6.4.2.1 Genre and register
6.4.2.2 The expansion of language resources
6.4.2.3 Grammatical development
6.4.2.4 Graphic features
6.5 Summary
Chapter Seven Other Impact of the Intervention Program
7.1 Students’ use of translanguaging strategies
7.1.1 Translation
7.1.2 Code-switching
7.1.3 Code-switching and translation
7.1.4 Application of prior knowledge
7.2 Additional translanguaging strategies for Class 2
7.2.1 Learning multilingual idioms
7.2.2 Composing English idioms in Dong song
7.2.3 Reflections on the translanguaging strategies
7.3 Tracing the development of students’ multilingual competence
7.3.1 L3 talk development
7.3.2 L1 literacy development
7.4 Development of students’ metalinguistic awareness
7.4.1 Translanguaging for support
7.4.2 Translanguaging for enhancement
7.5 Translanguaging for multilingual identity
7.6 Summary
Chapter Eight Conclusion
8.1 Summary of the findings
8.1.1 TL-GBP
8.1.2 The pedagogic practices of the intervention program
8.1.3 The impact of the pedagogy
8.2 Strengths and implications of the research
8.2.1 Strengths
8.2.2 Pedagogic implications
8.4 Prospects for future research
Bibliography
Appendix 1: Questionnaire
Appendix 2: Interview Questions
Appendix 3: Teaching materials
Appendix 4: Scores of pre- and post-texts
Appendix 5: Samples of pre- and post-texts assessment
Appendix 6: Samples of students’ pre-text
Appendix 7: Samples of students’ individual construction – Class 1
Appendix 8: Samples of students’ individual construction – Class 2
Appendix 9: Samples of students’ post-text
Acknowledgements
本文編號(hào)：3739111
本文鏈接：http://www.sikaile.net/shoufeilunwen/rwkxbs/3739111.html
最近更新
教材專著
