英语浸入式教学模式下4-5岁儿童第二语言语用特征研究

发布时间：2018-04-05 09:30

本文选题：英语浸入式　切入点：第二语言　出处：《陕西师范大学》2009年硕士论文

【摘要】： 从20世纪60年代起,许多心理学家和语言学家对儿童能自然而然、毫不费力的习得母语产生了浓厚的兴趣,将母语习得理论运用在第二语言习得中成为语言教育的一大趋势,成为外语教学改革的重点和方向。20世纪60年代始于加拿大的法语浸入式教学不失为一种顺应时代、改革创新、迎接挑战的最佳教学模式。目前,浸入式教学做为一种有效的第二语言教学模式被世界上许多国家所采纳、接受和运用。1997年,中国西安开展的英语浸入式教学,是以英语做为教学语言,把英语最大限度的运用于教学中,对母语为汉语的儿童进行各种教学活动及组织日常生活活动。幼儿英语浸入式是浸入式教学的起始阶段,奠基阶段,是儿童在园一半时间被“浸泡”在第二语言环境中。这种“浸泡”并非是随意和盲目的,而是一种既有目标又有层次的潜移默化、循序渐进的教学过程,在尊重儿童身心发展特点的基础上发展第二语言的各项能力,这其中语用的发展是儿童语言发展的动力和源泉。这是因为儿童语音、语义、语法能力的发展是在儿童实际运用语言的过程中发展起来的,是在与他人进行言语交流中发展起来的,如果儿童积累了很多词汇和句型却没有使用的机会,语言学习就变得毫无意义、毫无源动力,最后会成为哑巴英语或者是严重伤害儿童学习英语的兴趣和积极性。我国教育部2001年颁布的《幼儿园教育指导纲要(试行)》(以下简称《纲要》),第一次明确地提出了重视儿童语言运用的要求,从国家课程实施的角度肯定了语言运用的重要性。在这一理念的指引下,国内儿童语言教育的观念发生了根本性的变化,从以前重视培养儿童语音、语法、语义的能力转变为现在重视对儿童语用能力的培养。目前,国内对儿童语用的研究主要集中在儿童母语语用发展与其主要养护人母亲的言语关系研究上,对于儿童第二语言语用的实证性研究基本上还处于空白阶段。本文作为“幼儿英语浸入式”研究项目的一个子课题,对4-5岁儿童在英语浸入式环境下第二语言发展过程中语言运用能力的发展特征进行研究,采用量化研究和质性研究相结合的方法对4-5岁儿童在实施英语浸入式教学第一年所表现出来的语言运用发展特点进行分析,以探讨在中国实施英语浸入式教学,儿童的第二语言运用能力的发展情况。为了了解和研究儿童语用发展不同时期的特征,更好的展现儿童语用发展的过程,本研究把纵向追踪的一年时间,分成了六个阶段。量化研究根据国际上通用的儿童语言资料转换系统—CHILDES对收集的不同阶段的语料在言语行为层面INCA-A进行编码,以了解语用发展的阶段特征和总体特征；质性研究部分采用观察、录像、访谈的方法,结合语料探讨儿童语用发展的影响因素,讨论儿童语用发展的主要方式,以期更全面的了解儿童语言运用能力的发展情况。研究发现： 1、4-5岁儿童在英语浸入式教学模式下第二语言由不规范、随意、简单逐步向规范、得体、连贯发展。 2、4-5岁儿童在一年间随着英语浸入式教学的逐步展开和时间的推进,儿童的言语交流倾向更加清晰,言语行为类型逐渐增加,言语变通程度更加灵活,语言交往水平不断提高,儿童语用能力逐步发展。 3、在英语浸入式教学开展过程中儿童第二语言存在着一些较早出现并且常用的核心类型。 4、4-5岁儿童发展第二语言运用能力的主要方式是模仿和建构。 5、4-5岁儿童语用能力的习得过程反映了儿童语言与认知之间的互相促进。
[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.

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G613.2

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