三语习得障碍之成因：新疆高中哈族学生英语习得个案研究
发布时间：2018-09-02 09:21
【摘要】：近年来,随着二语习得研究的不断成熟以及一人掌握多语的情况越来越普遍,第三语言习得或多语习得成为国内外语言研究领域的一种趋向。在我国,随着少数民族地区经济的发展和对人才的需求,英语教学在少数民族地区也变得日益重要起来。由于少数民族学生英语学习的特殊性,越来越多的人开始关注少数民族学生的英语学习。对于少数民族学生来说,英语学习是除了母语和汉语外的第三门语言习得,独特的学习环境和人文环境,使得少数民族学生在英语学习的过程中困难重重。而关于哈萨克族高中生英语学习障碍的研究为数不多,因此本论文旨在研究高中哈萨克族学生在英语学习中存在的障碍以及障碍形成的原因。本研究运用定量和定性研究的方法,通过调查问卷和访谈的方式,对新疆昌吉州第二中学的100名高中哈萨克族学生进行了问卷调查以及对4名双语班的英语教师进行了访谈,旨在了解高中哈萨克族学生英语学习状况,找出他们在英语学习中存在的障碍以及障碍形成的原因。本文通过利用计算百分比的统计方法来分析收集来的数据。根据数据分析结果和访谈结果,本文发现高中哈萨克族学生英语学习的主要障碍有：(1)英语学习困难大。在少数民族地区的英语教学过程中,少数民族学生是通过汉语来学习英语的,这就使得少数民族学生在英语学习中受到来自母语和汉语的双重干扰,使得他们英语学习更加困难。(2)英语学习时间少,没有形成正确有效的英语学习策略。由于少数民族学生高考政策的特殊性,高中哈萨克族学生投入在英语学习上的时间少,没有形成好的英语学习策略和明确的英语学习目标。由于英语学习的困难性,多数学生在情感上表现有焦虑感,长期的焦虑感会使他们学习英语的动力和兴趣日渐消退,从而影响他们的英语学习效果。(3)缺乏英语学习和应用的外部环境,少数民族英语师资力量不足.多数英语教师都是汉族,由于不懂少数民族学生的文化和习俗,缺乏对少数民族学生的英语学习和认知特点的正确认识,从而影响教学效果。我国现在还没有针对少数民族学生英语学习的课本以及资料,多数哈萨克族学生表示他们对所使用的英语课本不感兴趣,如果课本中的内容更贴近他们的生活,他们会更乐意学习英语。
[Abstract]:In recent years, with the development of second language acquisition (SLA) research and the more and more common situation of one person mastering multilingualism, third language acquisition (SLA) or multilingual acquisition (MAS) has become a trend in the field of language research both at home and abroad. In China, with the development of economy and the demand for talents in minority areas, English teaching has become increasingly important in minority areas. Due to the particularity of minority students' English learning, more and more people begin to pay attention to minority students' English learning. For minority students, English learning is the third language acquisition in addition to their mother tongue and Chinese. The unique learning environment and humanistic environment make it difficult for minority students to learn English. However, there are few researches on the English learning disabilities of Kazakh senior high school students. Therefore, this thesis aims to study the obstacles and the causes of the obstacles in senior high school Kazakh students' English learning. Using quantitative and qualitative methods, this study conducted a questionnaire survey on 100 Kazakh students in Changji No. 2 Middle School in Xinjiang and interviews with 4 English teachers in bilingual classes. The purpose of this paper is to find out the obstacles and the reasons for the Kazakh students' English learning in senior high school. This paper analyzes the collected data by using the statistical method of calculating the percentage. Based on the results of data analysis and interviews, this paper finds that the main obstacles to the Kazakh students' English learning in senior high school are: (1) the difficulty in learning English is great. In the process of English teaching in minority areas, minority students learn English through Chinese, which makes minority students suffer from both mother tongue and Chinese in their English learning. It makes it more difficult for them to learn English. (2) English learning time is less and there is no correct and effective English learning strategy. Due to the particularity of national minority students' college entrance examination policy, Kazakh students in senior high school have less time to study English and have no good English learning strategies and clear English learning goals. Because of the difficulty in learning English, most students have a sense of anxiety in their emotions, and the long-term anxiety will make their motivation and interest in learning English fade away day by day. Therefore, it affects their English learning effect. (3) lack of external environment for English learning and application, and lack of English teachers of minority nationalities. The majority of English teachers are Han nationality. Because they do not understand the culture and customs of minority students, they lack a correct understanding of the English learning and cognitive characteristics of minority students, thus affecting the teaching effect. At present, there are no textbooks and materials for ethnic minority students in our country. Most Kazakh students say they are not interested in the English textbooks they use, if the contents of the textbooks are closer to their lives. They will be more willing to learn English.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2218928
[Abstract]:In recent years, with the development of second language acquisition (SLA) research and the more and more common situation of one person mastering multilingualism, third language acquisition (SLA) or multilingual acquisition (MAS) has become a trend in the field of language research both at home and abroad. In China, with the development of economy and the demand for talents in minority areas, English teaching has become increasingly important in minority areas. Due to the particularity of minority students' English learning, more and more people begin to pay attention to minority students' English learning. For minority students, English learning is the third language acquisition in addition to their mother tongue and Chinese. The unique learning environment and humanistic environment make it difficult for minority students to learn English. However, there are few researches on the English learning disabilities of Kazakh senior high school students. Therefore, this thesis aims to study the obstacles and the causes of the obstacles in senior high school Kazakh students' English learning. Using quantitative and qualitative methods, this study conducted a questionnaire survey on 100 Kazakh students in Changji No. 2 Middle School in Xinjiang and interviews with 4 English teachers in bilingual classes. The purpose of this paper is to find out the obstacles and the reasons for the Kazakh students' English learning in senior high school. This paper analyzes the collected data by using the statistical method of calculating the percentage. Based on the results of data analysis and interviews, this paper finds that the main obstacles to the Kazakh students' English learning in senior high school are: (1) the difficulty in learning English is great. In the process of English teaching in minority areas, minority students learn English through Chinese, which makes minority students suffer from both mother tongue and Chinese in their English learning. It makes it more difficult for them to learn English. (2) English learning time is less and there is no correct and effective English learning strategy. Due to the particularity of national minority students' college entrance examination policy, Kazakh students in senior high school have less time to study English and have no good English learning strategies and clear English learning goals. Because of the difficulty in learning English, most students have a sense of anxiety in their emotions, and the long-term anxiety will make their motivation and interest in learning English fade away day by day. Therefore, it affects their English learning effect. (3) lack of external environment for English learning and application, and lack of English teachers of minority nationalities. The majority of English teachers are Han nationality. Because they do not understand the culture and customs of minority students, they lack a correct understanding of the English learning and cognitive characteristics of minority students, thus affecting the teaching effect. At present, there are no textbooks and materials for ethnic minority students in our country. Most Kazakh students say they are not interested in the English textbooks they use, if the contents of the textbooks are closer to their lives. They will be more willing to learn English.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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