怎样理解中国双语者的学习经验—对中文课堂里同伴支持的观察研究

发布时间：2018-02-26 13:30

本文关键词： 民族志双语学习同伴　出处：《福建师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：生活中,有很多的渠道和资源可以帮助双语学习者学习语言。这其中有学校,社区,老师,家庭成员(如父母,祖父母,兄弟姐妹)等。但是目前很少探索的是双语学习者是怎样互相帮助的。当然,已经有一些案例专注于探讨同龄双语学习者之间的学习自主性,但是关于他们在完成学术学习过程中扮演的互利互助的角色却很少被提及和研究。我的论文正是探讨研究中国的双语学习者在课上以及课下共同完成学习任务这一主题的。我的调查研究发生在伦敦一个周末中文学校的GCSE班级里,被试者包括四个13至16岁的中国籍学生。研究方法包括,参与式观察,结构式访问以及半结构式访问。研究结果表明同龄双语学习者相互认同彼此的学生身份,会以朋友的出发点主动积极的给对方提供帮助,且他们之间是信任,尊重,平等,互利互惠的关系。这里给学校以及老师的启示是,要重视和利用这种同龄间的良好互动,把它作为一个有用的资源而不是一个障碍物。
[Abstract]:In life, there are many channels and resources to help bilingual learners learn languages. These include schools, communities, teachers, family members (such as parents, grandparents, But what is rarely explored is how bilingual learners help each other. Of course, there are some cases that focus on learning autonomy among bilingual learners of the same age. But the role they play in completing academic learning is rarely mentioned and studied. My paper is devoted to the study of Chinese bilingual learners working together, both in class and off-class. My research took place in the GCSE class at a weekend Chinese school in London. The subjects included four Chinese students aged 13 to 16. The research included participatory observation, structured interviews and semi-structured interviews. The results showed that bilingual learners of the same age identified with each other as students. They will actively help each other from the point of view of their friends, and they will have a relationship of trust, respect, equality, mutual benefit and mutual benefit. The lesson here for schools and teachers is to value and take advantage of this good interaction of the same age. Treat it as a useful resource rather than an obstacle.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H09

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