本文選題：英語(yǔ)浸入式 + 第二語(yǔ)言　； 參考：《陜西師范大學(xué)》2009年碩士論文

【摘要】： 在世界日益全球化的今天,中國(guó)社會(huì)發(fā)展步伐逐漸加快,國(guó)際交往逐漸頻繁,國(guó)際接軌也日益密切,中國(guó)面臨更大的發(fā)展空間,對(duì)人才的要求也逐漸提升。如今在現(xiàn)代社會(huì),社會(huì)需要大批能夠適應(yīng)國(guó)際接軌、全球化的人才。各個(gè)行業(yè)的工作和發(fā)展必不可少的條件之一就是掌握雙語(yǔ)或者甚至是多語(yǔ),因此培養(yǎng)更多的具有國(guó)際眼光、國(guó)際溝通能力、開(kāi)闊視野的人才,成為了我國(guó)社會(huì)發(fā)展的必然要求。 語(yǔ)言是文化的載體,是一個(gè)民族的文化符號(hào)。掌握多一種語(yǔ)言,就是學(xué)習(xí)了多一種文化；掌握多一種語(yǔ)言,就是和世界更靠近一步。21世紀(jì)的中國(guó)是一個(gè)更加開(kāi)放的中國(guó),未來(lái)的一代人應(yīng)該具有這種國(guó)際意識(shí)與國(guó)際交往的能力,外語(yǔ)教育既是我國(guó)基礎(chǔ)教育的一個(gè)重要組成部分,更是體現(xiàn)鄧小平同志面向世界、面向未來(lái)、面向現(xiàn)代化的一個(gè)重要載體①。 1997年6月在中國(guó)西安成立了“中加教育合作英語(yǔ)浸入式教學(xué)實(shí)驗(yàn)課題組”,制定了實(shí)驗(yàn)方案。課題組借鑒加拿大法語(yǔ)浸入式成功的理論和實(shí)踐,開(kāi)展“早期英語(yǔ)半浸入式教學(xué)”實(shí)驗(yàn)。該實(shí)驗(yàn)的目的是探討我國(guó)雙語(yǔ)人才培養(yǎng)的質(zhì)量問(wèn)題,并在有關(guān)兒童早期第二語(yǔ)言學(xué)習(xí)的理論和實(shí)踐方面為改革我國(guó)傳統(tǒng)外語(yǔ)教育模式提供了借鑒②。 筆者在研究生學(xué)習(xí)階段以前對(duì)兒童第二語(yǔ)言的獲得具有非常濃厚的興趣,并以此作為報(bào)考研究生及攻讀研究生學(xué)位期間的動(dòng)力。進(jìn)入研究生學(xué)習(xí)階段,在導(dǎo)師的引導(dǎo)下接觸到了幼兒英語(yǔ)浸入式教學(xué)模式,并到幼兒園進(jìn)行了一些觀察研究。在這幾年中,筆者參加英語(yǔ)浸入式課題組研究,接受課題分配的研究任務(wù),在對(duì)幼兒英語(yǔ)浸入式教學(xué)研究實(shí)驗(yàn)班跟蹤研究的基礎(chǔ)上,進(jìn)行為期一年的追蹤研究。在追蹤研究過(guò)程中,‘筆者發(fā)現(xiàn)小班幼兒的語(yǔ)言獲得是一個(gè)飛速提高的過(guò)程,并且在相關(guān)研究中并未發(fā)現(xiàn)此類(lèi)實(shí)證性研究,將研究基點(diǎn)定在了英語(yǔ)浸入式環(huán)境下小班幼兒第二語(yǔ)言的學(xué)得與習(xí)得的研究主題上,力求本研究能夠?yàn)閮和⒄Z(yǔ)浸入式教學(xué)研究課題組項(xiàng)目貢獻(xiàn)一點(diǎn)有意義的力量。 本研究采用量化研究與質(zhì)性研究相結(jié)合的方法,通過(guò)對(duì)英語(yǔ)浸入式實(shí)驗(yàn)園某實(shí)驗(yàn)小班為期一年的追蹤研究,采用現(xiàn)場(chǎng)觀察和錄像記錄收集師幼教學(xué)活動(dòng)及日常生活隨機(jī)活動(dòng),通過(guò)運(yùn)用國(guó)際通用的兒童語(yǔ)言數(shù)據(jù)交流系統(tǒng)----CHILDES,對(duì)收集到的師幼言語(yǔ)數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析,在對(duì)研究資料量化分析的同時(shí)進(jìn)行質(zhì)性分析和討論,并提出相應(yīng)教學(xué)建議。 本研究從語(yǔ)言學(xué)和教育學(xué)的角度獲取了有價(jià)值的實(shí)證研究結(jié)果,并得出了以下結(jié)論： 1.英語(yǔ)浸入式環(huán)境下小班幼兒第二語(yǔ)言的獲得是通過(guò)學(xué)得與習(xí)得兩種方式共同完成的； 2.英語(yǔ)浸入式教學(xué)活動(dòng)中教師高濃度的語(yǔ)言輸入極大影響著幼兒的語(yǔ)言輸出,運(yùn)用有效的教學(xué)策略能夠促進(jìn)幼兒第二語(yǔ)言的學(xué)得和習(xí)得； 3.幼兒英語(yǔ)浸入式教師通過(guò)良好的活動(dòng)設(shè)計(jì)能夠使幼兒愉快地參與到教學(xué)活動(dòng)中去； 4.驗(yàn)證了幼兒英語(yǔ)浸入式課題組提出的“幼兒英語(yǔ)的學(xué)習(xí)和發(fā)展主要取決于師生、生生之間的合作與互動(dòng)交流,取決于全英語(yǔ)環(huán)境的創(chuàng)設(shè)及具有挑戰(zhàn)性的課程”； 5.驗(yàn)證了幼兒英語(yǔ)浸入式課題組提出的“幼兒能夠在情境化的活動(dòng)中理解英語(yǔ),并且學(xué)習(xí)如何用英語(yǔ)說(shuō),以此為基礎(chǔ),幼兒從渡過(guò)沉默期到開(kāi)始學(xué)習(xí)用英語(yǔ)表達(dá)認(rèn)識(shí)和感受,甚至?xí)霈F(xiàn)生成性語(yǔ)言”； 6.日常生活中的英語(yǔ)浸入來(lái)源于更直接的生活經(jīng)驗(yàn),兒童能夠通過(guò)與自身密切相關(guān)的日常生活學(xué)習(xí)第二語(yǔ)言。 針對(duì)研究結(jié)論提出如下教學(xué)建議： 1、高濃度輸入,使幼兒浸泡在豐富的第二語(yǔ)言環(huán)境之中； 2、依據(jù)沉默期特點(diǎn)進(jìn)行教學(xué)； 3、注意幼兒英語(yǔ)浸入式教師的語(yǔ)言準(zhǔn)確性和規(guī)范性,避免拖音現(xiàn)象和語(yǔ)法錯(cuò)誤； 4、加、強(qiáng)日常生活中師幼互動(dòng)； 5、注重多種感覺(jué)刺激,使用大量非語(yǔ)言信息； 6、抓住兒童興趣點(diǎn),使幼兒能夠更加愉快地參與到其中。
[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 .

【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(lèi)號(hào)】：G613.2

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前4條

1 孫貞麗;高成效幼兒英語(yǔ)浸入式教師教育教學(xué)活動(dòng)特征初探[D];陜西師范大學(xué);2011年

2 肖婷;幼兒英語(yǔ)浸入式教師的教學(xué)策略研究[D];陜西師范大學(xué);2011年

3 孫悅;幼兒英語(yǔ)浸入式中兒童第二語(yǔ)言獲得特征及發(fā)展水平的研究[D];陜西師范大學(xué);2010年

4 孟蕾;小班英語(yǔ)浸入式教師的教學(xué)策略研究[D];陜西師范大學(xué);2012年

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本文編號(hào)：1820690