【摘要】：近年來(lái),隨著二語(yǔ)習(xí)得研究的不斷成熟以及一人掌握多語(yǔ)的情況越來(lái)越普遍,第三語(yǔ)言習(xí)得或多語(yǔ)習(xí)得成為國(guó)內(nèi)外語(yǔ)言研究領(lǐng)域的一種趨向。在我國(guó),隨著少數(shù)民族地區(qū)經(jīng)濟(jì)的發(fā)展和對(duì)人才的需求,英語(yǔ)教學(xué)在少數(shù)民族地區(qū)也變得日益重要起來(lái)。由于少數(shù)民族學(xué)生英語(yǔ)學(xué)習(xí)的特殊性,越來(lái)越多的人開(kāi)始關(guān)注少數(shù)民族學(xué)生的英語(yǔ)學(xué)習(xí)。對(duì)于少數(shù)民族學(xué)生來(lái)說(shuō),英語(yǔ)學(xué)習(xí)是除了母語(yǔ)和漢語(yǔ)外的第三門(mén)語(yǔ)言習(xí)得,獨(dú)特的學(xué)習(xí)環(huán)境和人文環(huán)境,使得少數(shù)民族學(xué)生在英語(yǔ)學(xué)習(xí)的過(guò)程中困難重重。而關(guān)于哈薩克族高中生英語(yǔ)學(xué)習(xí)障礙的研究為數(shù)不多,因此本論文旨在研究高中哈薩克族學(xué)生在英語(yǔ)學(xué)習(xí)中存在的障礙以及障礙形成的原因。本研究運(yùn)用定量和定性研究的方法,通過(guò)調(diào)查問(wèn)卷和訪談的方式,對(duì)新疆昌吉州第二中學(xué)的100名高中哈薩克族學(xué)生進(jìn)行了問(wèn)卷調(diào)查以及對(duì)4名雙語(yǔ)班的英語(yǔ)教師進(jìn)行了訪談,旨在了解高中哈薩克族學(xué)生英語(yǔ)學(xué)習(xí)狀況,找出他們?cè)谟⒄Z(yǔ)學(xué)習(xí)中存在的障礙以及障礙形成的原因。本文通過(guò)利用計(jì)算百分比的統(tǒng)計(jì)方法來(lái)分析收集來(lái)的數(shù)據(jù)。根據(jù)數(shù)據(jù)分析結(jié)果和訪談結(jié)果,本文發(fā)現(xiàn)高中哈薩克族學(xué)生英語(yǔ)學(xué)習(xí)的主要障礙有：(1)英語(yǔ)學(xué)習(xí)困難大。在少數(shù)民族地區(qū)的英語(yǔ)教學(xué)過(guò)程中,少數(shù)民族學(xué)生是通過(guò)漢語(yǔ)來(lái)學(xué)習(xí)英語(yǔ)的,這就使得少數(shù)民族學(xué)生在英語(yǔ)學(xué)習(xí)中受到來(lái)自母語(yǔ)和漢語(yǔ)的雙重干擾,使得他們英語(yǔ)學(xué)習(xí)更加困難。(2)英語(yǔ)學(xué)習(xí)時(shí)間少,沒(méi)有形成正確有效的英語(yǔ)學(xué)習(xí)策略。由于少數(shù)民族學(xué)生高考政策的特殊性,高中哈薩克族學(xué)生投入在英語(yǔ)學(xué)習(xí)上的時(shí)間少,沒(méi)有形成好的英語(yǔ)學(xué)習(xí)策略和明確的英語(yǔ)學(xué)習(xí)目標(biāo)。由于英語(yǔ)學(xué)習(xí)的困難性,多數(shù)學(xué)生在情感上表現(xiàn)有焦慮感,長(zhǎng)期的焦慮感會(huì)使他們學(xué)習(xí)英語(yǔ)的動(dòng)力和興趣日漸消退,從而影響他們的英語(yǔ)學(xué)習(xí)效果。(3)缺乏英語(yǔ)學(xué)習(xí)和應(yīng)用的外部環(huán)境,少數(shù)民族英語(yǔ)師資力量不足.多數(shù)英語(yǔ)教師都是漢族,由于不懂少數(shù)民族學(xué)生的文化和習(xí)俗,缺乏對(duì)少數(shù)民族學(xué)生的英語(yǔ)學(xué)習(xí)和認(rèn)知特點(diǎn)的正確認(rèn)識(shí),從而影響教學(xué)效果。我國(guó)現(xiàn)在還沒(méi)有針對(duì)少數(shù)民族學(xué)生英語(yǔ)學(xué)習(xí)的課本以及資料,多數(shù)哈薩克族學(xué)生表示他們對(duì)所使用的英語(yǔ)課本不感興趣,如果課本中的內(nèi)容更貼近他們的生活,他們會(huì)更樂(lè)意學(xué)習(xí)英語(yǔ)。
[Abstract]:In recent years, with the development of second language acquisition (SLA) research and the more and more common situation of one person mastering multilingualism, third language acquisition (SLA) or multilingual acquisition (MAS) has become a trend in the field of language research both at home and abroad. In China, with the development of economy and the demand for talents in minority areas, English teaching has become increasingly important in minority areas. Due to the particularity of minority students' English learning, more and more people begin to pay attention to minority students' English learning. For minority students, English learning is the third language acquisition in addition to their mother tongue and Chinese. The unique learning environment and humanistic environment make it difficult for minority students to learn English. However, there are few researches on the English learning disabilities of Kazakh senior high school students. Therefore, this thesis aims to study the obstacles and the causes of the obstacles in senior high school Kazakh students' English learning. Using quantitative and qualitative methods, this study conducted a questionnaire survey on 100 Kazakh students in Changji No. 2 Middle School in Xinjiang and interviews with 4 English teachers in bilingual classes. The purpose of this paper is to find out the obstacles and the reasons for the Kazakh students' English learning in senior high school. This paper analyzes the collected data by using the statistical method of calculating the percentage. Based on the results of data analysis and interviews, this paper finds that the main obstacles to the Kazakh students' English learning in senior high school are: (1) the difficulty in learning English is great. In the process of English teaching in minority areas, minority students learn English through Chinese, which makes minority students suffer from both mother tongue and Chinese in their English learning. It makes it more difficult for them to learn English. (2) English learning time is less and there is no correct and effective English learning strategy. Due to the particularity of national minority students' college entrance examination policy, Kazakh students in senior high school have less time to study English and have no good English learning strategies and clear English learning goals. Because of the difficulty in learning English, most students have a sense of anxiety in their emotions, and the long-term anxiety will make their motivation and interest in learning English fade away day by day. Therefore, it affects their English learning effect. (3) lack of external environment for English learning and application, and lack of English teachers of minority nationalities. The majority of English teachers are Han nationality. Because they do not understand the culture and customs of minority students, they lack a correct understanding of the English learning and cognitive characteristics of minority students, thus affecting the teaching effect. At present, there are no textbooks and materials for ethnic minority students in our country. Most Kazakh students say they are not interested in the English textbooks they use, if the contents of the textbooks are closer to their lives. They will be more willing to learn English.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：2218928