从美国早期沉浸式汉语教学看“以形式为焦点”和“以内容为基
发布时间：2018-08-05 11:19
【摘要】：长期以来,语言学习和学科知识的学习,或者说语言学习和内容的学习都被认为是完全分开的和毫无关联的。直到20世纪80年代,如何融合语言和学科知识或内容的学习才得到第二语言习得研究者的关注。在二语习得中,“以内容为基础”的教学之所以得到众多的关注,是因为它整合了学生的语言水平和认知水平的双重提高。“以内容为基础”的教学形式多样,规模也大小不一。沉浸式教学即是其一。所谓沉浸式教学,是指在一个社区当中,以同一种第一语言交流的学习者,在学校里,他们所学习的科目至少有一半及以上是通过学习一门第二语言或者外语来学习的；同时,他们也有一定的以第一语言教授的科目。这里的第一语言通常是在该社区中占有主导地位。 沉浸式教学非常成功,并且在全世界范围内得到推广。因为,跟非沉浸式教学中的学生相比,通过第二语言来学习科目内容的沉浸式学习者不仅仅取得与他们相当的学习成绩，，而且第一语言的发展也旗鼓相当；除此以外,沉浸式学习者的二语能力远远高于那些每天以该语言为一门科目来学习的非沉浸式学习者。但是,沉浸式学习者的第二语言能力,与他们所取得的科目成绩相比,尤其是在第二语言的准确性方面,相差甚远。因此,在“以内容为基础”的沉浸式教学当中,应该融入“以形式为焦点”的教学。 本文首先回顾了对“以内容为基础”和“以形式为焦点”两种教学的相关研究。然后就如何通过内容来教授语言进行了探讨,其中的例子皆来自于早期中文沉浸式教学。接下来,本文探讨了教师如何在中文早期沉浸式教学环境中进行“支架式”教学和给予学生纠错反馈来促使学生对内容的理解和促使其语言能力的提高。 本文一共分为五章。第一简要介绍了本文的大概内容,包括研究背景、研究目的、和研究的意义。第二章回顾了对“以内容为基础”和“以形式为焦点”两种教学的相关研究。除此以外,还回顾了与本研究相关的文献。第三章介绍了如何在早期沉浸式教学环境中通过内容来学习中文,还阐述了该如何帮助学生对内容的理解、对语言形式的关注以及如何设计提高学生语言输出质量的练习等。第四章列举了在早期沉浸式中文教学中学生的语言错误,并简要分析了这些语言错误产生的缘由：本章着重围绕教师如何通过“支架式”教学和纠错反馈,与学生“协商”目的语,即中文,来提高学生目的语的准确度。第五章是整篇文章的结论部分,包括研究的主要发现,对实践的指导意义以及存在的不足之处和还有待进一步研究的地方。
[Abstract]:For a long time, language learning and subject knowledge learning, or language learning and content learning have been regarded as completely separate and unrelated. It was not until the 1980's that researchers concerned about how to integrate language and subject knowledge or content into the study of second language acquisition. In second language acquisition, "content-based" teaching has attracted much attention because it integrates the dual improvement of students' language level and cognitive level. Content-based teaching takes various forms and scales. Immersion teaching is one of them. Immersion teaching means that learners who communicate in the same first language in a community learn at least half or more of the subjects they learn in a second language or a foreign language; at the same time, They also have certain subjects taught in the first language. The first language here is usually dominant in the community. Immersion teaching has been very successful and has been promoted worldwide. Because, compared with students in non-immersion teaching, immersion learners who learn the content of a subject through a second language not only achieve comparable academic results, but also develop equally well in the first language; in addition, The second language proficiency of immersion learners is much higher than that of non-immersion learners who study this language as a subject every day. However, the second language proficiency of immersion learners is far from that of their academic achievement, especially in the accuracy of second language. Therefore, in the "content-based" immersion teaching, we should integrate the "form as the focus" teaching. This paper first reviews the relevant research on the two teaching methods: content-based teaching and form-based teaching. Then it discusses how to teach language through content, examples of which come from the early immersion teaching of Chinese. Then, this paper discusses how teachers can carry out "scaffolding" teaching and give students "error-correcting feedback" in the early immersive Chinese teaching environment in order to promote students' understanding of content and improve their language ability. This paper is divided into five chapters. The first part briefly introduces the content of this paper, including the background, purpose, and significance of the research. The second chapter reviews the related research on the two kinds of teaching: content-based teaching and form-based teaching. In addition, the literature related to this study is reviewed. The third chapter introduces how to learn Chinese by content in the early immersion teaching environment, and how to help students understand the content, pay attention to the language form and how to design exercises to improve the quality of students' language output. Chapter four enumerates the language errors of middle school students in the early immersion Chinese teaching, and briefly analyzes the causes of these errors: this chapter focuses on how teachers use "scaffolding" teaching and error correction feedback. Negotiate with students in order to improve the accuracy of the target language. The fifth chapter is the conclusion of the whole article, including the main findings of the study, the guiding significance of the practice, the shortcomings and the further research.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H193
本文编号：2165636
[Abstract]:For a long time, language learning and subject knowledge learning, or language learning and content learning have been regarded as completely separate and unrelated. It was not until the 1980's that researchers concerned about how to integrate language and subject knowledge or content into the study of second language acquisition. In second language acquisition, "content-based" teaching has attracted much attention because it integrates the dual improvement of students' language level and cognitive level. Content-based teaching takes various forms and scales. Immersion teaching is one of them. Immersion teaching means that learners who communicate in the same first language in a community learn at least half or more of the subjects they learn in a second language or a foreign language; at the same time, They also have certain subjects taught in the first language. The first language here is usually dominant in the community. Immersion teaching has been very successful and has been promoted worldwide. Because, compared with students in non-immersion teaching, immersion learners who learn the content of a subject through a second language not only achieve comparable academic results, but also develop equally well in the first language; in addition, The second language proficiency of immersion learners is much higher than that of non-immersion learners who study this language as a subject every day. However, the second language proficiency of immersion learners is far from that of their academic achievement, especially in the accuracy of second language. Therefore, in the "content-based" immersion teaching, we should integrate the "form as the focus" teaching. This paper first reviews the relevant research on the two teaching methods: content-based teaching and form-based teaching. Then it discusses how to teach language through content, examples of which come from the early immersion teaching of Chinese. Then, this paper discusses how teachers can carry out "scaffolding" teaching and give students "error-correcting feedback" in the early immersive Chinese teaching environment in order to promote students' understanding of content and improve their language ability. This paper is divided into five chapters. The first part briefly introduces the content of this paper, including the background, purpose, and significance of the research. The second chapter reviews the related research on the two kinds of teaching: content-based teaching and form-based teaching. In addition, the literature related to this study is reviewed. The third chapter introduces how to learn Chinese by content in the early immersion teaching environment, and how to help students understand the content, pay attention to the language form and how to design exercises to improve the quality of students' language output. Chapter four enumerates the language errors of middle school students in the early immersion Chinese teaching, and briefly analyzes the causes of these errors: this chapter focuses on how teachers use "scaffolding" teaching and error correction feedback. Negotiate with students in order to improve the accuracy of the target language. The fifth chapter is the conclusion of the whole article, including the main findings of the study, the guiding significance of the practice, the shortcomings and the further research.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H193
【参考文献】
相关期刊论文 前3条
1 王汉卫;量词的分类与对外汉语量词教学[J];暨南学报(人文科学与社会科学版);2004年02期
2 伏学凤;;初、中级日韩留学生汉语量词运用偏误分析[J];语言文字应用;2007年S1期
3 胡清国;;中高级留学生汉语量词习得的调查与分析[J];语言教学与研究;2012年05期
本文编号：2165636
本文链接：https://www.wllwen.com/wenyilunwen/yuyanxuelw/2165636.html
