為了調(diào)查廈門市中小學(xué)對待普通話,英語和閩南話的語言態(tài)度,以及開設(shè)閩南方言課堂,父母教育背景,性別,年齡對孩子語言態(tài)度的影響,本論文調(diào)查了廈門市6個區(qū)的253個中小學(xué)生,其中包括115個中學(xué)生和138個小學(xué)生。第一,研究發(fā)現(xiàn)廈門市中小學(xué)生從情感層面上對三種語言都展現(xiàn)出正面的態(tài)度;中小學(xué)生在對語言的“有用程度”上,對閩南語的評價略低于普通話和英語。第二,廈門市“閩南方言與文化”課程的開展和學(xué)生對于閩南的語言態(tài)度之間有著緊密聯(lián)系。在閩南語的好聽程度,親切程度,社會影響和有用程度方面,開設(shè)閩南語課程的學(xué)生對于閩南語的評價都高于未開設(shè)閩南語課程的學(xué)生,尤其是在學(xué)生對閩南語的社會影響的語言態(tài)度上有顯著性差異。第三,廈門市中小學(xué)女生不管是情感層面或者是認(rèn)知層面,對普通話的評價最高,而男生對于閩南話的評價較低。第四,父母的受教育水平不同,孩子對待三種語言的態(tài)度也不太相同。父母受教育水平在本科以下的孩子認(rèn)為普通話和閩南語的社會地位和有用性評價更好,而父母的受教育水平在本科及本科以上的受訪學(xué)生更加認(rèn)可英語的社會地位。本文同時還調(diào)查了學(xué)生在三個不同領(lǐng)域的語言使用情況,即家庭域,學(xué)校域和公共域。研究發(fā)現(xiàn),廈門... 

【文章頁數(shù)】：83 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Acknowledgements
List of Abbreviations
Chapter One Introduction
    1.1 The Research background
    1.2 Significance of the research
    1.3 Structure of the thesis
Chapter Two Literature Review
    2.1 Studies of family language policy
        2.1.1 Relevant research abroad
        2.1.2 Relevant research in China
    2.2 Studies of Language attitude and the relevant factors
        2.2.1 Relevant research at home and abroad
    2.3 Previous Studies on Minnan dialect maintenance
Chapter Three Theoretical Basis
    3.1 The interdisciplinary framework of family language policy
    3.2 Internal factors
    3.3 External factors
Chapter Four Methodology
    4.1 Research questions
    4.2 The participants
    4.3 Questionnaire
    4.4 Interviews with parents and teachers
    4.5 Data collection and analysis
Chapter Five Result and Discussion
    5.1 The Overview of Participants' Language Attitude
    5.2 Language Attitudes and the "Minnan Dialect and Culture" course at school
    5.3 Gender and Language Attitude
    5.4 Language Attitude and Parents' Education Level
    5.5 Language Attitude and Age
    5.6 Language Use in different domains
        5.6.1 Language Use in the Family domain
        5.6.2 Language Use in School
        5.6.3 Language Use in Social Domains
    5.7 Analysis of the factors that influence language attitude
        5.7.1. Economic factors
        5.7.2 Culture factor
        5.7.3 Political factors
        5.7.4 School factors
        5.7.5 Parents' factors
    5.8 Summary
Chapter Six Conclusion
    6.1 The language attitudes and language practice of middle school and primary students in Xiamen
    6.2 The differences in language attitudes between students with Minnan dialect class and students'without dialect class, gender, age, and parents' education background
    6.3 The factors that influence the language attitudes and language practice
    6.4 Implications
    6.5 Limitations of the present research
    6.6 Suggestions for future research
References
Appendix 1: 廈門市中小學(xué)生語言態(tài)度和語言使用問卷調(diào)查
Appendix 2 采訪問題預(yù)設(shè):
Appendix 3: Interview with Grace's family
Appendix 4: Interview with Cleo's family
Appendix 5: Interview with Tim's family
Appendix 6: Interview with the music teacher Anlang
Appendix 7: Interview with Vera's family
Appendix 8: Interview with teacher and students in Xiamen Experimental PrimarySchool


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碩士論文
[1]少數(shù)民族家庭語言政策個案研究[D]. 孟雪凡.云南師范大學(xué) 2019
[2]廈門市東北外來人口語言狀況調(diào)查研究[D]. 鄧靜怡.集美大學(xué) 2019
[3]哈尼族家庭語言政策研究[D]. 陳歆瑩.云南師范大學(xué) 2017



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