英语浸入式环境下小班幼儿第二语言习得与学得研究

发布时间：2018-04-29 16:25

本文选题：英语浸入式 + 第二语言　；参考：《陕西师范大学》2009年硕士论文

【摘要】： 在世界日益全球化的今天,中国社会发展步伐逐渐加快,国际交往逐渐频繁,国际接轨也日益密切,中国面临更大的发展空间,对人才的要求也逐渐提升。如今在现代社会,社会需要大批能够适应国际接轨、全球化的人才。各个行业的工作和发展必不可少的条件之一就是掌握双语或者甚至是多语,因此培养更多的具有国际眼光、国际沟通能力、开阔视野的人才,成为了我国社会发展的必然要求。语言是文化的载体,是一个民族的文化符号。掌握多一种语言,就是学习了多一种文化；掌握多一种语言,就是和世界更靠近一步。21世纪的中国是一个更加开放的中国,未来的一代人应该具有这种国际意识与国际交往的能力,外语教育既是我国基础教育的一个重要组成部分,更是体现邓小平同志面向世界、面向未来、面向现代化的一个重要载体①。 1997年6月在中国西安成立了“中加教育合作英语浸入式教学实验课题组”,制定了实验方案。课题组借鉴加拿大法语浸入式成功的理论和实践,开展“早期英语半浸入式教学”实验。该实验的目的是探讨我国双语人才培养的质量问题,并在有关儿童早期第二语言学习的理论和实践方面为改革我国传统外语教育模式提供了借鉴②。笔者在研究生学习阶段以前对儿童第二语言的获得具有非常浓厚的兴趣,并以此作为报考研究生及攻读研究生学位期间的动力。进入研究生学习阶段,在导师的引导下接触到了幼儿英语浸入式教学模式,并到幼儿园进行了一些观察研究。在这几年中,笔者参加英语浸入式课题组研究,接受课题分配的研究任务,在对幼儿英语浸入式教学研究实验班跟踪研究的基础上,进行为期一年的追踪研究。在追踪研究过程中,‘笔者发现小班幼儿的语言获得是一个飞速提高的过程,并且在相关研究中并未发现此类实证性研究,将研究基点定在了英语浸入式环境下小班幼儿第二语言的学得与习得的研究主题上,力求本研究能够为儿童英语浸入式教学研究课题组项目贡献一点有意义的力量。本研究采用量化研究与质性研究相结合的方法,通过对英语浸入式实验园某实验小班为期一年的追踪研究,采用现场观察和录像记录收集师幼教学活动及日常生活随机活动,通过运用国际通用的儿童语言数据交流系统----CHILDES,对收集到的师幼言语数据进行统计分析,在对研究资料量化分析的同时进行质性分析和讨论,并提出相应教学建议。本研究从语言学和教育学的角度获取了有价值的实证研究结果,并得出了以下结论： 1.英语浸入式环境下小班幼儿第二语言的获得是通过学得与习得两种方式共同完成的； 2.英语浸入式教学活动中教师高浓度的语言输入极大影响着幼儿的语言输出,运用有效的教学策略能够促进幼儿第二语言的学得和习得； 3.幼儿英语浸入式教师通过良好的活动设计能够使幼儿愉快地参与到教学活动中去； 4.验证了幼儿英语浸入式课题组提出的“幼儿英语的学习和发展主要取决于师生、生生之间的合作与互动交流,取决于全英语环境的创设及具有挑战性的课程”； 5.验证了幼儿英语浸入式课题组提出的“幼儿能够在情境化的活动中理解英语,并且学习如何用英语说,以此为基础,幼儿从渡过沉默期到开始学习用英语表达认识和感受,甚至会出现生成性语言”； 6.日常生活中的英语浸入来源于更直接的生活经验,儿童能够通过与自身密切相关的日常生活学习第二语言。针对研究结论提出如下教学建议： 1、高浓度输入,使幼儿浸泡在丰富的第二语言环境之中； 2、依据沉默期特点进行教学； 3、注意幼儿英语浸入式教师的语言准确性和规范性,避免拖音现象和语法错误； 4、加、强日常生活中师幼互动； 5、注重多种感觉刺激,使用大量非语言信息； 6、抓住儿童兴趣点,使幼儿能够更加愉快地参与到其中。
[Abstract]:In today ' s increasingly globalized world , China ' s social development has gradually accelerated , international exchanges are becoming more frequent , international relations are becoming more and more closely , China is facing greater development space , and the demand for talents has gradually increased . One of the indispensable conditions for the work and development of various industries is to master bilingual or even multilingual . Therefore , it is necessary to train more people with international vision , international communication skills and broaden horizons .

Language is the carrier of culture , it is the cultural symbol of a nation .
In the 21st century , China is a more open China , and a generation in the future should have the ability of such international awareness and international intercourse . Foreign language education is an important part of basic education in China . It is an important carrier for modernization .

In June 1997 , in Xi ' an , China established an English immersion teaching experiment group for Sino - Canadian educational cooperation , and developed an experimental program . The experiment aims to explore the quality of bilingual talents cultivation in China and provide reference for the reform of Chinese traditional foreign language education mode in the aspects of the theory and practice of children ' s early second language learning .

In the course of follow - up study , the author finds that the language acquisition of young children is a process of rapid improvement , and it has not been found in the study . This research adopts the method of combining quantitative research and qualitative research . Through a one - year follow - up study of an experimental small class in English immersion experiment garden , the author adopts the field observation and video recording to collect the children ' s young teaching activities and the daily life random activity , and carries out statistical analysis on the collected teacher ' s young speech data through the application of the international common child language data exchange system . The qualitative analysis and discussion are carried out at the same time of the quantitative analysis of the research data , and the corresponding teaching suggestions are put forward . This study has obtained valuable empirical results from the perspective of linguistics and pedagogy , and concludes the following conclusions : 1 . The second language acquisition of young children in English immersion environment is accomplished in two ways : 2 . The high concentration of language input in English immersion teaching greatly affects the language output of young children , and the use of effective teaching strategies can promote the learning and acquisition of children ' s second language . 3 . The young children ' s English immersion type teacher can participate in the teaching activities with good activity design . 4 . It is verified that the " learning and development of infant English " put forward by young children ' s English immersion test group depends mainly on the cooperation and interaction between teachers and students , students and students , depending on the creation of the whole English environment and challenging course " ; 5 . Verify that " young children can understand English in the context of situational awareness " and learn how to use English as the basis for children to learn and feel in English and even develop generative language . 6 . English immersion in daily life comes from a more direct experience of life , and children can learn the second language through daily life closely related to themselves . The following teaching suggestions are put forward for the research conclusion : 1 . high - concentration input so that the young child can be soaked in a rich second language environment ; 2 . Teaching according to the characteristics of silence period ; 3 . Pay attention to the language accuracy and standardization of the child ' s English immersion type teacher so as to avoid the phenomenon of dragging and grammatical errors ; 4 . Interaction between teachers and children in addition and strong daily life ; 5 . Pay attention to a variety of sensory stimuli , use a lot of non - verbal information ; 6 . seize the point of interest of children so that young children can participate more happily in them .

【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

【引证文献】