英语浸入式语境化输入与幼儿二语习得的实践研究

发布时间：2018-01-28 05:34

本文关键词： 英语浸入式第二语言语境化输入可理解性输入　出处：《陕西师范大学》2010年硕士论文　论文类型：学位论文

【摘要】： 随着中国参与国际社会的深入,中国经济日益显示出国际化的趋势,培养大批能够适应国际合作、国际交流、国际竞争的国际化人才已经成为当前教育界的共识。而具有良好语言沟通能力则被认为是不可或缺的条件之一。语言哲学的奠基人,20世纪最有影响的哲学家之一维特根斯坦曾说：“理解一种语言,就是理解一种生活”,“我的世界的边界就是我语言的边界。”随着英语教育关注度的提高,人们开始意识到英语不仅仅是一门语言,它同时也是一种文化渠道的延展,是一种生活和价值观的选择。学生若能学得一种外语能力,就能帮他打开进入另一个世界的学习之门。因此,可以说,接受英语教育是国际视野现代化公民的必要条件。随着国际第二语言教学改革低龄化趋势的发展,我国的儿童英语教学也日益引起关注。为探索出更适合中国儿童的学习方法,各种各样的教学模式应运而生,这其中始于1997年的中国-加拿大教育合作项目：“英语浸入式教学”开辟出中国儿童学习英语的一条新路。在“中加教育合作英语浸入式教学实验课题组”的不懈努力与支持下,浸入式教学经过十几年发展,成果显著,并日益显现出自身的优势。本研究结合国内外有关二语习得的理论与实践,通过对某幼儿园中班儿童一年定期的观察录课,着重将焦点放在教师语境化输入类型与儿童的语言输出、教师语境化输入方法与儿童的语言输出及同班级不同教师语境化输入与儿童的语言输出等问题之上。通过对语料的整理与分析,得出以下结论： 1.幼儿英语浸入式教师扎实的语言功底是高质教学的前提,但不是唯一因素。在大力倡导幼儿英语教师语言功底的同时,教师语境化输入意识也应受到同等重视。 2.系统的语境化知识对于师幼都是大有裨益的：在浸入式模式中,无汉语及英语语法的介入,系统化将有助于教师逐层展开教学,幼儿在此过程中也能从系统化的角度了解句式的构成及生成。 3.语境化输入的方式与策略与师幼输入输出量成明显正比关系。即随着语境化输入方式的增多,师幼输入输出量也随之上升；语境化输入越注重策略性,师幼互动的基础就越好。 4.在注重具体教学活动语境化的前提下,从幼儿心理发展特点出发,注重动静结合及整体节奏感也很重要。 5.语境化输入的过程中,合理有效运用教师体态语对师幼输入输出有明显的推动作用。基于研究之上的教学建议： 1.建议完善《幼儿英语浸入式整合课程》系列教材中的30本幼儿英语阅读画册个别语言项目及主题,以系统合理建构的方式促进词频率,巩固学生所学,便于教师展开联想,从而为师幼提供一个全面、系统化的语境,便于教学活动的循环展开。 2.除继续强化浸入式教师英语语言的基础外,增加或引导浸入式教师的语境意识及对教师体态语作用的了解。 3.利用现有条件,促进浸入式教师反思意识。在教师专业成长过程中,园方如能提供便利条件,以教师自录(配班教师协助)、自评的方式开展反思教学活动,应该可以收到很好的效果。 4.在课题组点评浸入式观摩课或浸入式教师教学活动评比中,在肯定教师语言方面的优点时,建议着重点评个别教师巧妙的课堂教学策略或设立个性化教学奖,这将有助于教师在注重个人语言发展的同时关注教学策略的问题。
[Abstract]:With the deepening of China ' s participation in the international community , China ' s economy has increasingly shown the trend of internationalization . It is one of the indispensable conditions to train a large number of international talents who can adapt to international cooperation , international exchange and international competition . As the founder of language philosophy , one of the most influential philosophers in the 20th century , Wittgenstein , once said : " Understanding a language is to understand a life " . " The boundaries of my world are the boundaries of my language . " As the level of English education increases , people begin to realize that English is not only a language , but also a culture channel extension . With the development of the low - age trend of the second language teaching in the world , children ' s English teaching in our country has become more and more concerned . In order to explore more suitable learning methods for children in China , a variety of teaching modes have been born , which began in 1997 China - Canada Education Cooperation Project : " English Immersion Teaching " opens up a new way for Chinese children to learn English . Based on the research and practice of two - language acquisition in a kindergarten , the author puts emphasis on the following conclusions in combination with the theory and practice of Chinese language acquisition at home and abroad , focusing on the teaching of the language output of children , the input method of contextual input of teachers and the language output of children and the language output of children . 1 . It is not only the premise of high quality teaching , but it is not the only factor . In the meantime , the teachers ' contextual input consciousness should be paid much attention . 2 . The contextual knowledge of the system is beneficial to teachers and children : in the immersion mode , without the intervention of Chinese and English grammar , the systemization will help the teacher to expand the teaching layer by layer . In this process , the child can learn the composition and generation of the sentence from a systematic perspective . 3 . The ways and strategies of contextual input are directly proportional to the input and output of teachers . That is , with the increase of contextual input methods , the input and output of teachers also increase ; the more contextual inputs are more strategic , the better the interaction between teachers and children . 4 . On the premise of paying attention to the context of specific teaching activities , it is also important to focus on dynamic and static combination and overall sense of rhythm , starting from the characteristics of children ' s psychological development . 5 . In the process of contextual input , the rational and effective use of the teacher ' s body language has obvious pushing effect on the young input and output of the teacher . Based on the above teaching recommendations : 1 . It is suggested to improve the individual language items and themes of English reading album in English for children , promote the frequency of words in a systematic and reasonable way , strengthen the students ' learning , and facilitate the teacher ' s association , so as to provide a comprehensive and systematic context for teachers and children , so as to facilitate the circulation of teaching activities . 2 . In addition to continuing to strengthen the foundation of the immersion teacher ' s English language , add or guide the contextual awareness of the immersed teacher and the understanding of the role of the teacher ' s physical language . 3 . In the process of teacher ' s professional development , the garden party can provide the convenience condition , and carry out the reflection teaching activities in the self - evaluation mode with the help of teacher self - recording ( assistant teacher assistance ) , and the good effect should be received . 4 . In the evaluation of the teaching activity of immersion type or immersion type teacher , the author puts emphasis on individual teacher ' s clever classroom teaching strategy or setting up a personalized teaching prize , which will help teachers pay attention to the problem of teaching strategy while paying attention to personal language development .

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G613.2

【引证文献】