| 本文中三语教导是指我国对平易近族地域基本教导中实施多数平易近族母语(韩语)、汉语、英语说话教导的归纳综合。三语教导是在我国对进步多数平易近族母语(韩语)及外语(英语)才能的教导政策赓续完美和深刻落实下成长起来的一种新的说话教导景象。因为获得了社会各界人士的很多存眷与投资,三语教导这个范畴获得了使人明显的造诣。但因为各地域经济、文明等成长的不屈衡,三语教导的范围和情势存在着必定的差别,在实际理论上,三语教导表示出多样性和庞杂性,同时还激发出一些成绩和艰苦须要处理。本文重要环绕着我国西南部地域朝鲜族先生进修英语为主线,研究我国三语教导今朝的情形与存在的成绩。三语教导的最年夜特色是有助于多数平易近族先生在比拟周全体系地控制母语(韩语)的同时,又可以在必定水平上控制作为第二说话的汉语和外语的英语,有助于顺应国际外新情势的须要,更主要的是经由过程三语教导能给先生供给很好的平台来摸索内部世界。本文根据多年的研究结果与文献综述对研究对象停止了问卷查询拜访,作文测试和个体访谈,从而总结的结论有因为高中先生处于英语进修的低级阶段,缺乏足够的说话输出与输入,母语(韩语)必定对先生的写作发生负迁徙,本文建议教员经由过程适当的教授教养办法赞助先生逐步削减母语(韩语)搅扰,然后剖析了招致负迁徙的身分,寻觅纪律,从而进步书写表达才能和英语程度。也愿望经由过程自创加拿年夜双语教导找到恰当的办法来处理我国多数平易近族地域教导的妨碍,从而供给有效的建议来成长多数平易近族地域英语教导。 Abstract: The three language teaching in this refers to the inductive synthesis of the implementation of the majority ethnic native language (Korean), Chinese and English speaking teaching in the basic education of ethnic minority areas. Third language teaching is teaching scene in our country to progress most plain near family native language (Korean) and foreign language (English) to teach policy continuously perfect and deep implementation of growing up with a new language. Because the community has received a lot of attention and investment in the community, the three language teaching this category has gained obvious achievements. But because of the regional economic and cultural growth imbalance, three language education scope and forms exist certain degree of difference, in theory and practice, third language teaching expressed diverse and numerous and jumbled, but also inspire some achievements and hard need treatment. In this , it is important to study the current situation and the achievements of the three language teaching in China, which is based on the study of the current situation and the existence of the English learning English. Three language education the biggest characteristic is helped in most ethnic Mr. in comparison to the comprehensive system to control the native language (Korean) at the same time, and can in certain level control as second language of Chinese and foreign language English, to adapt to the needs of the new situation, the more important is through the process of language teaching can give Mr. supply a good platform to explore the inner world. In this according to years of research results and literature review on the research object to stop the questionnaire, visit and writing test and individual interview, and summarizes the conclusion is because of the high school students in the lower stage of English learning, lack of enough talk output and input, their native language (Korean) must be writing to Mr occurrence of negative transfer, this suggests teachers through the process of appropriate teaching way sponsored Mr. gradually cut native language (Korean) interference, and then analyze the cause negative transfer of identity, looking for discipline, so as to improve the writing expression ability and English level. Also wish through created Canada bilingual teaching of the eve of the find a proper way to deal with China's majority ethnic areas taught hinder, to provide effective suggestions to grow most plain near the minority areas in English teaching. 目录: 摘要 5-6 Abstract 6-5 List of Tables 5-10 1 Introduction 10-14 1.1 Background and the Rationale for the Research 10-12 1.2 The Purpose of the Research and Rearch Questions 12 1.3 The Structure of the Thesis 12-14 2 Literature Review 14-24 2.1 Definition of Trilingual Education and Third Language Acquisition 14-15 2.1.1 Definition of Trilingual Education 14 2.1.2 Definition of Third Language Acquisition 14-15 2.2 Differences between Third language Acquisition and Trilingual Education 15-16 2.3 Differences between Trilingual Education and Trilingual Teaching 16 2.4 The Past and Present of Trilingual Education Abroad and Home 16-24 2.4.1 From Early to Modern Research in Abroad 16-18 2.4.2 Canadian Bilingual Education- French Immersion 18-22 2.4.3 Trilingual Education in China 22-24 3 Theoretical Foundations 24-29 3.1 The Acquisition-Learning Hypothesis 24-25 3.2 Input Hypothesis 25-26 3.3 Output Hypothesis 26-27 3.4 Language Transfer 27-29 4 Research Design and Data Collection 29-33 4.1 Research Design 29-31 4.1.1 Subjects 29-30 4.1.2 English Learning Experience of the Subjects 30-31 4.2 Data Collection 31-33 4.2.1 English Composition 31 4.2.2 Questionnaire 31-32 4.2.3 Interview 32-33 5 Data Analysis and Discussion 33-38 5.1 Data Analysis of the Questionnaire 33-36 5.1.1 Analyze the Transfer in the English Learning Process of the Korean Students 33-36 5.2 Data Analysis of Interview 36-38 6 Implications and Conclusion 38-47 6.1 Implications 38-45 6.1.1 Solve the Problems Existing in Present Trilingual Education 38-40 6.1.2 Trilingual Teaching Model is Good for the Korean Chinese Students 40 6.1.3 Arousing the Students’ Continuous Interest in Trilingual Learning 40-42 6.1.4 Lessons are Taught in English and Chinese or Korean Mixed 42-44 6.1.5 Parents and Society play Important Role in Trilingual Learning 44-45 6.2 Conclusion 45-46 6.3 Limitation of Present Research 46-47 References 47-51 Appendix A Questionnaire 51-54 Acknowledgements 54-55 |
