本文選題：語言遷移 + 黎族��； 參考：《海南師范大學》2017年碩士論文

【摘要】：目前世界上有20億人在學習英語,英語成為世界使用最廣泛的語言之一。掌握英語則意味著可以直接獲取豐富的世界信息、擁有更多的與世界對話的機會。因此,學習英語成為世界各國教育課程的重要內容。小學作為英語學習的啟迪階段,其重要性毋庸贅述。小學階段英語課程的培養(yǎng)目標是讓學生養(yǎng)成好的英語學習習慣,擁有積極的情感,增強語感,形成正確的語音、語調,為下一步學習夯實基礎。因此,語音教學在英語學習的初級階段就顯得十分重要。我國小學英語教育,隨著英語教育不斷地深化改革與發(fā)展,獲得了明顯的成效�？墒巧贁得褡宓貐^(qū)的英語教育成效不容樂觀,特別是具有少數民族學生學習英語的特色研究,一直處于相對薄弱狀態(tài)。學者們更多關注的是外語學習和二語習得,卻很少關注少數民族地區(qū)學生學習外語的三語教學問題。在少數民族地區(qū),外語學習實質上屬于三語教學性質,即民族語言、漢語和英語,三語教學才是少數民族地區(qū)英語教學的本質特征。然而,事實上,這種少數民族地區(qū)的三語教學研究還處于十分薄弱的狀況。以海南為例,從現(xiàn)有的文獻顯示來看,鮮有對對海南黎苗族地區(qū)小學生三語學習的研究,長期以來,當地教師更是忽視了擁有黎漢雙語背景的黎族小學生學習英語的復雜性和獨特性。黎、漢、英三種語言之間的遷移影響導致黎族小學生在學習英語語音的過程中遇到了許多特殊的障礙,學生將熟悉的黎語的發(fā)音習慣遷移到英語發(fā)音中以降低學習的難度,同時也導致了發(fā)音混淆,語調不標準,給英語學習帶來困難,致使黎族學生的英語水平普遍低下。為此,黎族地區(qū)小學英語語音教學遷移干擾學習問題成為了本研究的研究視角。本研究采用調查研究法,對海南省黎族地區(qū)兩所小學的五六年級學生和小學部英語教師為研究對象,通過課堂觀察、教師訪談、學生問卷調查等研究形式,了解黎族地區(qū)學生英語語音學習的困難以及教學現(xiàn)狀,針對調查了解到的問題,從遷移理論角度分析和思考了黎族地區(qū)小學英語語音教學的問題,并提出教師、學生、學校三位一體的語音教學問題解決對策,以期實現(xiàn)改變黎族地區(qū)小學生英語語音教學質量低迷的狀況。
[Abstract]:At present, 2 billion people in the world are learning English and English has become one of the most widely used languages in the world. To master English means that it can directly obtain rich world information and have more opportunities for dialogue with the world. Therefore, learning English has become an important part of the education course in the world. Primary school is an enlightening stage for English learning. The goal of the primary school English course is to make students develop good English learning habits, have positive emotions, strengthen the sense of language, form correct pronunciation, intonation, and lay a solid foundation for the next step of learning. Therefore, pronunciation teaching is very important in the primary stage of English learning. With the continuous deepening of the reform and development of English education, obvious achievements have been achieved. However, the effectiveness of English education in minority areas is not optimistic. Especially, the study of the characteristics of minority students learning English has been relatively weak. Scholars pay more attention to foreign language learning and two language acquisition, but little attention is paid to it. The three language teaching problem of foreign language learning in ethnic minority areas. In minority areas, foreign language learning is essentially of the three language teaching nature, namely, national language, Chinese and English, and three language teaching is the essential feature of English Teaching in minority areas. However, in fact, the study of three language teaching in this minority area is still very thin. In Hainan, for example, from the existing literature, there are few studies on three language learning for pupils in the Li and Miao areas in Hainan. For a long time, local teachers have ignored the complexity and uniqueness of learning English for Li nationality pupils with the bilingual background of Li and Han. The influence of the migration between the three languages of Li, Han, and English led to the Li nationality. In the process of learning English pronunciation, pupils have encountered many special obstacles. The students' pronunciation habits of the Li language are migrated to English pronunciation in order to reduce the difficulty of learning. At the same time, it also leads to the confusion of pronunciation, the intonation is not standard, the English learning is difficult and the English level of the Li nationality students is generally low. For this reason, Li Nationality This study has been the research perspective of the study on the transfer interference of English pronunciation teaching in District primary schools. This study used investigation and research method to study the English teachers of grade five or six and primary school in two primary schools in Li nationality area of Hainan Province, and through the forms of classroom observation, teacher interview, student questionnaire and so on, to understand the area of Li nationality. In order to realize the change of English Phonetics Teaching in Li nationality area, the problems of English pronunciation teaching in Li nationality area are analyzed and considered from the point of view of migration theory. The problems of teaching English phonetics in Li nationality area are analyzed and considered from the perspective of migration theory. The poor quality of learning.

【學位授予單位】：海南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.31

【參考文獻】

相關期刊論文 前10條

1 楊臻;;藏族大學生三語習得中的障礙及歸因分析——基于生成語法框架下的實證研究[J];西藏民族大學學報(哲學社會科學版);2016年02期

2 呂萬英;羅虹;;少數民族外語教育面臨的困境及對策研究[J];中南民族大學學報(人文社會科學版);2012年05期

3 李佳;;國內外三語習得研究述評[J];貴州民族學院學報(哲學社會科學版);2011年05期

4 袁慶玲;;三語習得國內外研究綜述[J];廣東外語外貿大學學報;2010年06期

5 夏全勝;;中國學生法語元音發(fā)音過程中遷移現(xiàn)象的實驗研究[J];外語與外語教學;2010年05期

6 曾麗;李力;;對“三語習得”作為獨立研究領域的思考[J];外語與外語教學;2010年02期

7 陳晨;李秋楊;王仲黎;;泰國學生漢語元音習得中遷移現(xiàn)象的聲學實驗研究[J];民族教育研究;2009年01期

8 楊國良;譚奇輝;;海南島民性格及文化的形成——以冼夫人為個案[J];文藝爭鳴;2006年03期

9 陳慧;;英語折衷教學法在海南少數民族地區(qū)的嘗試[J];沈陽農業(yè)大學學報(社會科學版);2006年01期

10 李月林;少數民族學生英語學習的特殊性研究[J];西南民族大學學報(人文社科版);2003年08期

相關博士學位論文 前1條

1 蔡鳳珍;L2（漢語）對新疆少數民族學生L3（英語）習得的影響研究[D];東北師范大學;2012年

相關碩士學位論文 前4條

1 滕峻弘;少數民族地區(qū)初中英語教學現(xiàn)狀調查研究[D];貴州師范大學;2015年

2 許寧;藏族學生三語習得過程中句法負遷移現(xiàn)象分析[D];長安大學;2012年

3 阿斯罕;蒙古族學生英語單元音習得中跨語言影響研究[D];西南大學;2009年

4 王瑛芳;自主學習在英語語音教學中的應用研究[D];武漢理工大學;2006年

，

本文編號：1859311