發(fā)布時(shí)間：2018-04-05 09:30

  本文選題：英語(yǔ)浸入式　切入點(diǎn)：第二語(yǔ)言　出處：《陜西師范大學(xué)》2009年碩士論文

【摘要】： 從20世紀(jì)60年代起,許多心理學(xué)家和語(yǔ)言學(xué)家對(duì)兒童能自然而然、毫不費(fèi)力的習(xí)得母語(yǔ)產(chǎn)生了濃厚的興趣,將母語(yǔ)習(xí)得理論運(yùn)用在第二語(yǔ)言習(xí)得中成為語(yǔ)言教育的一大趨勢(shì),成為外語(yǔ)教學(xué)改革的重點(diǎn)和方向。20世紀(jì)60年代始于加拿大的法語(yǔ)浸入式教學(xué)不失為一種順應(yīng)時(shí)代、改革創(chuàng)新、迎接挑戰(zhàn)的最佳教學(xué)模式。目前,浸入式教學(xué)做為一種有效的第二語(yǔ)言教學(xué)模式被世界上許多國(guó)家所采納、接受和運(yùn)用。1997年,中國(guó)西安開展的英語(yǔ)浸入式教學(xué),是以英語(yǔ)做為教學(xué)語(yǔ)言,把英語(yǔ)最大限度的運(yùn)用于教學(xué)中,對(duì)母語(yǔ)為漢語(yǔ)的兒童進(jìn)行各種教學(xué)活動(dòng)及組織日常生活活動(dòng)。幼兒英語(yǔ)浸入式是浸入式教學(xué)的起始階段,奠基階段,是兒童在園一半時(shí)間被“浸泡”在第二語(yǔ)言環(huán)境中。這種“浸泡”并非是隨意和盲目的,而是一種既有目標(biāo)又有層次的潛移默化、循序漸進(jìn)的教學(xué)過(guò)程,在尊重兒童身心發(fā)展特點(diǎn)的基礎(chǔ)上發(fā)展第二語(yǔ)言的各項(xiàng)能力,這其中語(yǔ)用的發(fā)展是兒童語(yǔ)言發(fā)展的動(dòng)力和源泉。這是因?yàn)閮和Z(yǔ)音、語(yǔ)義、語(yǔ)法能力的發(fā)展是在兒童實(shí)際運(yùn)用語(yǔ)言的過(guò)程中發(fā)展起來(lái)的,是在與他人進(jìn)行言語(yǔ)交流中發(fā)展起來(lái)的,如果兒童積累了很多詞匯和句型卻沒(méi)有使用的機(jī)會(huì),語(yǔ)言學(xué)習(xí)就變得毫無(wú)意義、毫無(wú)源動(dòng)力,最后會(huì)成為啞巴英語(yǔ)或者是嚴(yán)重傷害兒童學(xué)習(xí)英語(yǔ)的興趣和積極性。我國(guó)教育部2001年頒布的《幼兒園教育指導(dǎo)綱要(試行)》(以下簡(jiǎn)稱《綱要》),第一次明確地提出了重視兒童語(yǔ)言運(yùn)用的要求,從國(guó)家課程實(shí)施的角度肯定了語(yǔ)言運(yùn)用的重要性。在這一理念的指引下,國(guó)內(nèi)兒童語(yǔ)言教育的觀念發(fā)生了根本性的變化,從以前重視培養(yǎng)兒童語(yǔ)音、語(yǔ)法、語(yǔ)義的能力轉(zhuǎn)變?yōu)楝F(xiàn)在重視對(duì)兒童語(yǔ)用能力的培養(yǎng)。目前,國(guó)內(nèi)對(duì)兒童語(yǔ)用的研究主要集中在兒童母語(yǔ)語(yǔ)用發(fā)展與其主要養(yǎng)護(hù)人母親的言語(yǔ)關(guān)系研究上,對(duì)于兒童第二語(yǔ)言語(yǔ)用的實(shí)證性研究基本上還處于空白階段。 本文作為“幼兒英語(yǔ)浸入式”研究項(xiàng)目的一個(gè)子課題,對(duì)4-5歲兒童在英語(yǔ)浸入式環(huán)境下第二語(yǔ)言發(fā)展過(guò)程中語(yǔ)言運(yùn)用能力的發(fā)展特征進(jìn)行研究,采用量化研究和質(zhì)性研究相結(jié)合的方法對(duì)4-5歲兒童在實(shí)施英語(yǔ)浸入式教學(xué)第一年所表現(xiàn)出來(lái)的語(yǔ)言運(yùn)用發(fā)展特點(diǎn)進(jìn)行分析,以探討在中國(guó)實(shí)施英語(yǔ)浸入式教學(xué),兒童的第二語(yǔ)言運(yùn)用能力的發(fā)展情況。為了了解和研究?jī)和Z(yǔ)用發(fā)展不同時(shí)期的特征,更好的展現(xiàn)兒童語(yǔ)用發(fā)展的過(guò)程,本研究把縱向追蹤的一年時(shí)間,分成了六個(gè)階段。量化研究根據(jù)國(guó)際上通用的兒童語(yǔ)言資料轉(zhuǎn)換系統(tǒng)—CHILDES對(duì)收集的不同階段的語(yǔ)料在言語(yǔ)行為層面INCA-A進(jìn)行編碼,以了解語(yǔ)用發(fā)展的階段特征和總體特征；質(zhì)性研究部分采用觀察、錄像、訪談的方法,結(jié)合語(yǔ)料探討兒童語(yǔ)用發(fā)展的影響因素,討論兒童語(yǔ)用發(fā)展的主要方式,以期更全面的了解兒童語(yǔ)言運(yùn)用能力的發(fā)展情況。 研究發(fā)現(xiàn)： 1、4-5歲兒童在英語(yǔ)浸入式教學(xué)模式下第二語(yǔ)言由不規(guī)范、隨意、簡(jiǎn)單逐步向規(guī)范、得體、連貫發(fā)展。 2、4-5歲兒童在一年間隨著英語(yǔ)浸入式教學(xué)的逐步展開和時(shí)間的推進(jìn),兒童的言語(yǔ)交流傾向更加清晰,言語(yǔ)行為類型逐漸增加,言語(yǔ)變通程度更加靈活,語(yǔ)言交往水平不斷提高,兒童語(yǔ)用能力逐步發(fā)展。 3、在英語(yǔ)浸入式教學(xué)開展過(guò)程中兒童第二語(yǔ)言存在著一些較早出現(xiàn)并且常用的核心類型。 4、4-5歲兒童發(fā)展第二語(yǔ)言運(yùn)用能力的主要方式是模仿和建構(gòu)。 5、4-5歲兒童語(yǔ)用能力的習(xí)得過(guò)程反映了兒童語(yǔ)言與認(rèn)知之間的互相促進(jìn)。
[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.

【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】：2009
【分類號(hào)】：G613.2

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