在全球化潮流的影響下,多語教育已成為世界各地教育中的常態(tài),在中國這個多民族國家亦是如此。二十一世紀以來,隨著英語作為國際交流語言的廣泛傳播,我國少數(shù)民族地區(qū)已進入了三語教育和三語兼通的時代。近年來,越來越多的研究關(guān)注這一新現(xiàn)象,但這些研究主要采用單語路徑,關(guān)注焦點為英語單語,針對少數(shù)民族地區(qū)特別是侗族地區(qū)多語特征的課程和教學法研究較為缺乏。同時,在教學實踐方面,由于侗族地區(qū)存在多語教育發(fā)展緩慢,學生總體英語水平不高,母語得不到重視,多語能力培養(yǎng)成效較低等現(xiàn)象。因此,本研究基于跨語言行為和系統(tǒng)功能語言學語類教學法理論,構(gòu)建了以三語兼通為教育目標的多語教學模型,并采用該模型設(shè)計和實施侗族地區(qū)多語教育背景下的大學英語教學干預(yù)項目,旨在提高侗族地區(qū)學生的英語水平和多語能力,為我國少數(shù)民族地區(qū)多語教育提供新路徑。本研究將對此次教學干預(yù)項目的實施和影響進行評估,旨在回答以下三個問題:(1)如何基于跨語言行為理論和語類教學法理論,構(gòu)建一個多語教學模型,用以指導(dǎo)侗族地區(qū)多語教育語境下的英語教學和以三語兼通為教學目標的三語教育?(2)如何運用跨語言語類教學法(TL-GBP)模型,將學生的整體語言意庫有效...

【文章頁數(shù)】：299 頁

【學位級別】：博士

【文章目錄】：
List of symbols and abbreviation
Abstract
摘要
Chapter One Introduction
    1.1 Contextual background
        1.1.1 Overview of Dong ethnic minority group
            1.1.1.1 Demography and history
            1.1.1.2 Language and culture
            1.1.2.3 Ethnic classics
        1.1.2 General situation of multilingual education in China
            1.1.2.1 Multilingual practices in minority communities
            1.1.2.2 Multilingual education in China
            1.1.2.3 Multilingual education in Dong area
    1.2 Research rationale
        1.2.1 Need for effective multilingual education
        1.2.2 Need for equally positioning languages in multilingual education
        1.2.3 Need for reasonable language use in multilingual classrooms
        1.2.4 Applicability of genre-based pedagogy and translanguaging approaches.
        1.2.5 Personal position
    1.3 Research questions
    1.4 Research significance
        1.4.1 Theoretical significance
        1.4.2 Practical significance
        1.4.3 Methodological significance
    1.5 Research innovations
    1.6 The organization of the dissertation
Chapter Two Literature Review
    2.1 Previous research on multilingual education
        2.1.1 Third language acquisition
        2.1.2 Multilingual approach to language teaching
        2.1.3 New trends: towards a holistic approach
        2.1.4 Domestic research on multilingual education
            2.1.4.1 Research on third language acquisition
            2.1.4.2 Multilingual education in Chinese minority areas
        2.1.5 Problems and limitations
    2.2 Previous research on translanguaging
        2.2.1 Development of translanguaging theory
        2.2.2 Translanguaging as pedagogic strategies
        2.2.3 Translanguaging in writing
        2.2.4 Domestic research on translanguaging
        2.2.5 Problems and limitations
    2.3 Previous research on genre-based pedagogy
        2.3.1 Principles: language, genre and pedagogy
            2.3.1.1 Language in context
            2.3.1.2 Guidance through interaction
        2.3.2 Development of genre-based pedagogy
            2.3.2.1 Language and Social Power
            2.3.2.2 Write it Right
            2.3.2.3 Reading to Learn
        2.3.3 Domestic research on genre-based pedagogy
        2.3.4 Problems and limitations
    2.4 Summary
Chapter Three Theoretical Preliminaries
    3.1 Translanguaging
        3.1.1 Tranlanguaging in education
        3.1.2 Translanguaging and minority languages
    3.2 Genre-based pedagogy
        3.2.1 The knowledge genres
        3.2.2 The curriculum genres
    3.3 Translanguaging genre-based pedagogy
        3.3.1 Translanguaging as pedagogic strategies
        3.3.2 TL-R2L teaching/learning cycle
        3.3.3 Building metalanguage in stories
        3.3.4 Building KAL: Discourse and grammar
    3.4 Summary
Chapter Four Research Design
    4.1 Research stages: an overview
        4.1.1 The description stage
        4.1.2 The intervention stage
    4.2 Participants
    4.3 Research methods
    4.4 Data collection
    4.5 Design of the curriculum genres
        4.5.1 Multilingual reading texts
        4.5.2 Two iterative learning cycles
        4.5.3 Classroom interactions: analytical tools and program design
            4.5.3.1 Pedagogic activities
            4.5.3.2 Pedagogic relations
            4.5.3.3 Pedagogic modalities
    4.6 Summary
Chapter Five Pedagogic Practices
    5.1 Iteration 1
        5.1.1 Preparing for reading
            5.1.1.1 Preparation for English knowledge
            5.1.1.2 Reflections on preparing for reading
        5.1.2 Detailed reading
            5.1.2.1 Identifying wordings
            5.1.2.2 Dense elaboration
            5.1.2.3 Reflections on detailed reading
        5.1.3 Sentence making
            5.1.3.1 Building knowledge about English language
            5.1.3.2 Reflections on sentence making
        5.1.4 Joint construction
            5.1.4.1 Lesson activities in joint construction
            5.1.4.2 Negotiating wordings and sentences for the joint text
            5.1.4.3 The jointly constructed texts
            5.1.4.4 Handing over the control to students
            5.1.4.5 Reflections on joint construction
        5.1.5 Towards Iteration 2
    5.2 Iteration 2
        5.2.1 Detailed reading
            5.2.1.1 Translanguaging practices in the exchange
            5.2.1.2 Re-instantiation in the Elaborate phase
            5.2.1.3 Reflections on detailed reading
        5.2.2 Joint construction
            5.2.2.1 Lesson activity: Realizing re-instantiation
            5.2.2.2 Re-expressing bilingual texts in L3
            5.2.2.3 The jointly constructed texts
            5.2.2.4 Reflections on joint construction
    5.3 Summary
Chapter Six Students’ Writing Development in L3
    6.1 Writing assessment criteria
        6.1.1 R2L assessment criteria
        6.1.2 Considerations in assessing L3 writing texts
    6.2 Assessing pre-intervention text
        6.2.1 Genre and register
        6.2.2 Discourse and Grammar
        6.2.3 Graphic features: spelling and punctuation
        6.2.4 The students’ linguistic competence in the pre-texts
    6.3 Assessing individual construction
        6.3.1 The learning task in individual construction
        6.3.2 Writing production in individual construction
            6.3.2.1 Individual construction in Class 1
            6.3.2.2 Individual construction in Class 2
        6.3.3 The role of individual construction
    6.4 Assessing post-intervention text
        6.4.1 Independent writing task
        6.4.2 Narrative for ethnic stories
            6.4.2.1 Genre and register
            6.4.2.2 The expansion of language resources
            6.4.2.3 Grammatical development
            6.4.2.4 Graphic features
    6.5 Summary
Chapter Seven Other Impact of the Intervention Program
    7.1 Students’ use of translanguaging strategies
        7.1.1 Translation
        7.1.2 Code-switching
        7.1.3 Code-switching and translation
        7.1.4 Application of prior knowledge
    7.2 Additional translanguaging strategies for Class 2
        7.2.1 Learning multilingual idioms
        7.2.2 Composing English idioms in Dong song
        7.2.3 Reflections on the translanguaging strategies
    7.3 Tracing the development of students’ multilingual competence
        7.3.1 L3 talk development
        7.3.2 L1 literacy development
    7.4 Development of students’ metalinguistic awareness
        7.4.1 Translanguaging for support
        7.4.2 Translanguaging for enhancement
    7.5 Translanguaging for multilingual identity
    7.6 Summary
Chapter Eight Conclusion
    8.1 Summary of the findings
        8.1.1 TL-GBP
        8.1.2 The pedagogic practices of the intervention program
        8.1.3 The impact of the pedagogy
    8.2 Strengths and implications of the research
        8.2.1 Strengths
        8.2.2 Pedagogic implications
    8.4 Prospects for future research
Bibliography
Appendix 1: Questionnaire
Appendix 2: Interview Questions
Appendix 3: Teaching materials
Appendix 4: Scores of pre- and post-texts
Appendix 5: Samples of pre- and post-texts assessment
Appendix 6: Samples of students’ pre-text
Appendix 7: Samples of students’ individual construction – Class 1
Appendix 8: Samples of students’ individual construction – Class 2
Appendix 9: Samples of students’ post-text
Acknowledgements



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