双语教学对大学生英语水平和学科知识的影响研究
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摘要
本研究运用双语教育理论及第二语言习得理论对国内大学双语教学进行分析研究,其目的在于调查大学双语教学的现状及双语教学对学生英语水平和学科知识的影响,并根据调查结果从英语学习和英语教学的角度提出旨在提高双语教学的一些建议。
本研究采用了问卷调查、课堂观察、访谈相结合的方式调查了湖南大学双语教学的现状,并运用独立样本T检验、成对样本T检验等主要统计方法对双语教学对学生英语水平和学科知识的影响进行分析,研究结果表明接受调查的双语课程教师和绝大部分学生对大学双语教学持肯定态度,认为双语教学有必要且有积极意义:双语教学对学生英语水平的提高有一定的促进作用,其中学生英语听力和阅读水平提高显著。在学科知识方面,双语教学并没有阻碍学生对学科知识的掌握,与非双语班的学生相比并无显著性差异;同时研究结果也表明大学双语教学中还存在一些问题:学生英语水平发展不平衡;双语课堂互动需进一步加强;缺乏足够既精通专业知识又精通英语的双语教师;缺乏合适的双语教材。
基于以上结果,本研究从英语学习和英语教学的角度分别对双语课堂,大学英语课程,双语教师,以及双语教材方面提出了旨在提高双语教学质量的一些建议。
(1)提高学生语言运用能力特别是语言交际能力,给学生创造良好的语言学习坏境,加强双语课堂的交互互动,使学生有机会实现对语言的运用,以期达到在使用中学习语言的目的,使学生把语言运用与解决学科问题有机结合;
(2)采用SCLT(sustained-content language teaching)模式促进双语教学与大学英语教学的结合,以提高学生对本专业语言的熟悉程度,提高学生双语课堂知识的吸收效果:
(3)加强双语课教师培训,对专业课教师进行英语语言运用能力培训,争取在较短时间内培养出一支质量较高的双语教师队伍。
(4)选用合适的双语课程教材等。
This thesis applied theories of bilingual education and second language acquisition to conduct an empirical study on bilingual teaching in Hunan University.
It aims at studying the status quo of bilingual teaching in university, and it aims at studying the effects of bilingual teaching in university physics course on the students' performances in their English proficiency and subject content knowledge as well.
This thesis employed questionnaire, classroom observation and interviews to investigate the status quo of bilingual teaching in Hunan University, and it also employed the Independent Sample T-test and Paired Sample T-test to analysis the data to study the effects of bilingual teaching on the students' performances in their English proficiency and subject content knowledge. According to the data analysis, we found that the teacher and most of the students accepted bilingual teaching, and they thought it was necessary to conduct bilingual teaching; Bilingual teaching improved students' English proficiency, especially their listening and reading comprehension; Bilingual teaching did not impede the students' performances in their subject content knowledge. There was no significant difference between the bilingual class and non-bilingual class in students' subject knowledge; there were some problems in the bilingual teaching program, such as lacking of interaction in bilingual class, lacking of enough qualified bilingual teachers, lacking of suitable textbooks.
Based on the above conclusion, this study aims at bringing some thoughts and constructive suggestions from the aspect of English learning and teaching for bilingual teaching in universities:
(1)To create a meaningful interaction with the cooperation of the teachers and the students and to create favorable environments for students to practice their English effectively and to improve their communicative competence then enhance the interaction in bilingual class;
(2)To adopt SCLT to sever as a bridge over the gap between general English learning and bilingual teaching.
(3)To design teacher training programs to promote teachers' command of content-oriented language;
(4)To select suitable textbooks.
本研究采用了问卷调查、课堂观察、访谈相结合的方式调查了湖南大学双语教学的现状,并运用独立样本T检验、成对样本T检验等主要统计方法对双语教学对学生英语水平和学科知识的影响进行分析,研究结果表明接受调查的双语课程教师和绝大部分学生对大学双语教学持肯定态度,认为双语教学有必要且有积极意义:双语教学对学生英语水平的提高有一定的促进作用,其中学生英语听力和阅读水平提高显著。在学科知识方面,双语教学并没有阻碍学生对学科知识的掌握,与非双语班的学生相比并无显著性差异;同时研究结果也表明大学双语教学中还存在一些问题:学生英语水平发展不平衡;双语课堂互动需进一步加强;缺乏足够既精通专业知识又精通英语的双语教师;缺乏合适的双语教材。
基于以上结果,本研究从英语学习和英语教学的角度分别对双语课堂,大学英语课程,双语教师,以及双语教材方面提出了旨在提高双语教学质量的一些建议。
(1)提高学生语言运用能力特别是语言交际能力,给学生创造良好的语言学习坏境,加强双语课堂的交互互动,使学生有机会实现对语言的运用,以期达到在使用中学习语言的目的,使学生把语言运用与解决学科问题有机结合;
(2)采用SCLT(sustained-content language teaching)模式促进双语教学与大学英语教学的结合,以提高学生对本专业语言的熟悉程度,提高学生双语课堂知识的吸收效果:
(3)加强双语课教师培训,对专业课教师进行英语语言运用能力培训,争取在较短时间内培养出一支质量较高的双语教师队伍。
(4)选用合适的双语课程教材等。
This thesis applied theories of bilingual education and second language acquisition to conduct an empirical study on bilingual teaching in Hunan University.
It aims at studying the status quo of bilingual teaching in university, and it aims at studying the effects of bilingual teaching in university physics course on the students' performances in their English proficiency and subject content knowledge as well.
This thesis employed questionnaire, classroom observation and interviews to investigate the status quo of bilingual teaching in Hunan University, and it also employed the Independent Sample T-test and Paired Sample T-test to analysis the data to study the effects of bilingual teaching on the students' performances in their English proficiency and subject content knowledge. According to the data analysis, we found that the teacher and most of the students accepted bilingual teaching, and they thought it was necessary to conduct bilingual teaching; Bilingual teaching improved students' English proficiency, especially their listening and reading comprehension; Bilingual teaching did not impede the students' performances in their subject content knowledge. There was no significant difference between the bilingual class and non-bilingual class in students' subject knowledge; there were some problems in the bilingual teaching program, such as lacking of interaction in bilingual class, lacking of enough qualified bilingual teachers, lacking of suitable textbooks.
Based on the above conclusion, this study aims at bringing some thoughts and constructive suggestions from the aspect of English learning and teaching for bilingual teaching in universities:
(1)To create a meaningful interaction with the cooperation of the teachers and the students and to create favorable environments for students to practice their English effectively and to improve their communicative competence then enhance the interaction in bilingual class;
(2)To adopt SCLT to sever as a bridge over the gap between general English learning and bilingual teaching.
(3)To design teacher training programs to promote teachers' command of content-oriented language;
(4)To select suitable textbooks.
引文
[1] Appel,R.& P.Muysken, 1987. Language Contact and Bilingualism [M]. London: Edward Arnold.
[2] Baker, C. 1985. Aspects of bilingualism in Wales [M]. Clevedon: Multilingual Matters
[3] Baker, C. 1988. Key Issues in Bilingualism and Bilingual Education[M], Clevedon: Multilingual Matters
[4] Baker, C. & S Prys Jones, 1998. (eds.). Encyclopedia of Bilingualism and Bilingual Education[M]. Clevedon: Multilingual Matters.
[5] Baker, C. 2001. Foundation of Bilingual Education and Bilingualism [M]. New York: Multilingual Matters Ltd.
[6] Christian, D. 1994. Two-way Bilingual Education: Students Learning through Two Languages (Educational Practice Rep.No.12) [EB/OL]. Santa Cruz, CA, and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning.
[7] Crawford, J. 1991.BilingualEducation: History, Politics, Theory, and Practice [M]. Second Edition. Los Angeles, CA: Bilingual Educational Services, Inc.
[8] Combs, Mary Carol. 1992. "English Plus: Responding to English Only"[A]. In Crawford, James (ed.), Language Loyalties. The University of Chicago Press[C].
[9] Cummins, J. 1989. Empowering minority students. Sacramento, CA: California Association for Bilingual Education.
[10] Cummins, J. 1984. Wanted: a theoretical framework for relating language proficiency to academic achievement among bilingual students [A]. In C. Rivera (ed.) Language proficiency to academic achievement[C] Clevedon: Multilingual Matters
[11]Cummins, J. 1992, Bilingual education and English immersion: The Ramirez Report in theoretical perspective[J]. Bilingual Research Journal, 16 (1&2), 91-104.
[12] De la Pena, F. 1991. Democracy or Babel? The case for official English in the United States. Washington, DC: U.S. English,
[13]Donna Christian, 1994, Two-Way Bilingual Education: Students Learning Through Two Languages. Center for Research on Education, Diversity & Excellence. NCRCDSLL Educational Practice Reports. Paper EPR12.
[14] Ellis R. 1994. The Study of Second Language Acquisition[M]. Oxford University Press, London,
[15] Garcia, E. &, D. August, 1988. The Education of language minority students[M]. Chicago, IL: Thomas Publishing Company.
[16]Genesee, F., & P. Gandara.1999.Bilingual Education Programs: A Cross National Perspective[J] Journal of Social Issues,55(4),665-685.
[17]Genesee, F. & J. A. Upshur. 2000. Classroom-based Evaluation in Second Language Education[M]. Beijing: Foreign Language Teaching and Research Press.
[18]Hamers, J. F.& M.H.A.Blanc.1989. Bilinguality and Bilingualism[M]. Cambridge University Press.
[19]Hakuta, Kenji.,1990. "Bilingualism and bilingual education: A research perspective". Occasional Papers Series, No.1.Washington,DC: National Clearinghouse for Bilingual Education.
[20] Jeanne Rennie., 1993. ESL and Bilingual Program Models[M].Eric Clearinghouse on Languages and Linguistics
[21]Krashen, S., 1982. Principles and Practices of Second Language Acquisition [M]. Oxford: Pergamon Press.
[22]Krashen, S.1985. The Input Hypothesis: Issues and Implications[M]. London: Longman.
[23]Krashen, S., 1989. "We acquire vocabulary and spelling by reading: additional evidence for the input hypothesis" [J]. Modern Language Journal 73:440-464.
[24]Krashen, S., 1996. Under attack: The case against bilingual education. Culver City, CA: Language Education Associates.
[25]Krashen, S. 1999.Condemned without a Trial: Bogus Arguments against Bilingual Education. Portsmouth, NH: Heinemann.
[26] Met M. 1991, Learning Language through content: Learning content through language [J]. Foreign Language Annals, 24(4):281-95
[27] Murphy J, & F. Stoller.2001, Sustained Content Language Teaching: An Emerging Definition [3].TESOL Journal, 21(3):3-5.
[28]Nunan, D. 2001. Is English really global? China Daily June 21.
[29]Nunan, D. 2002. Research Methods in Language Learning [M], Shanghai: Shanghai Educational Press,
[30]Ovando C.J. 2003, Bilingual education in the United States: Historical development and current issues [J]. Bilingual Research Journal, 27(1): 1-24
[31]Pally,M.1997.Critical thinking in ESL:An argument for sustained content[J].Journal of Second Language Writing,6(3),293-311.
[32]Pally,M.(Ed.).2000.Sustained content-based teaching in academic ESL/EFL:A practical approach[A].Boston:Houghton Mifflin.Rouet,J.F.,& Levonen,J.J.(1996).Studying and learning with hypertext:Empirical studies and their implications.
[33]Pally,M.2001.Skills Development in 'Sustained' Content-Based Curricula:Case Studies in Analytical/Critical Thinking and Academic Writing[J].Language and Education,15(4),279-350
[34]Shin,Fay& S,Simon Kim,1998.Korean parent perceptions and attitudes of bilingual education[A].In R.Endo,C.Park,J.Tsuchida & A.Abbayani(Eds.),Current Issues in Asian and Pacific American Education[C].Covina/CA:Pacific Asian Press.
[35]Swain,M.1995.Three functions of output in second language learning[A].In G.Cook & B.Seildlhofer(Eds),Principles and Practice in Applied Linguistics[C]:125-144.Oxford:Oxford University
[36]Hamers,J.F,& M.H.A.Blanc.1989 Bilinguality and bilingualism.[M]Cambridge:Cambridge University Press
[37]Richards,et al.2005.Longman Dictionary of Language Teaching and Applied Linguistics[M].Beijing:Foreign Language Teaching and Research Press.
[38]Rodriguez,R.1982,Hunger of memory:The education of Richard Rodriguez.An autobiography.Boston:D.R.Godine.
[39]Rossell,C.,& R.Baker,1996,The educational effectiveness of bilingual education[J].Research in the Teaching of English,30(1):7-17
[40]Willig,A.1985,A meta-analysis of selected studies on the effectiveness of bilingual education[J].Review of Educational Research,55:269-316
[41]包天仁,2002,“双语教学要慎重',中国教育报((9月3日)
[42]戴庆宁、吕晔,2004,CBI教学理念及其教学模式[J],《国外外语教学》(4):16-20.
[43]姜宏德,2002,新加坡的双语教育[J].《中小学英语教学与研究》(1)
[44]吕良环,2001,语言与内容相融合-国外外语教学改革趋势[J],《全球教育展望》(8):52-56。
[45]李丽生,2002,SCLT教学模式及其对我国大学英语教学改革的启示[J].《外语界》2002(4):36-40
[46]庞继贤,2005,从二语习得的角度看大学专业课程的双语教学:理掘与模式 [J].《浙江大学学报》(5):172-175
[47]束定芳、庄智象,1996,《现代外语教学.理论、实践与疗法》[M].上海:上海外语教育出版社。
[48]吴剑丽,袁锐锷,2004.美国对双语教育有效性论争及其启示[J].《广东外语外贸大学学报》15(4):84-87
[49]王海华,王同顺,2003,双语教学与公共英语的接口问题[J].《外语界》(1):26-31
[50]王斌华,2003,双语教育与双语教学[M].上海:上海外语教育出版社
[51]吴作栋,2004,“母语给我们带来自信心”,《联合早报》
[52]徐红,2002,美国的双语教学.《光明日报》04-29.
[53]袁平华,俞理明,2008,以内容为依托的大学外语教学模式研究[J].《外语教学与研究》(1):59-64
[54]张维佳,2002,双语教学的性质、条件及相关问题[J].《语言教学与研究》(4):20-26
[55]朱征平,2001,双语教育面临新挑战[J].《全球教育展望》,(10):55-59
[2] Baker, C. 1985. Aspects of bilingualism in Wales [M]. Clevedon: Multilingual Matters
[3] Baker, C. 1988. Key Issues in Bilingualism and Bilingual Education[M], Clevedon: Multilingual Matters
[4] Baker, C. & S Prys Jones, 1998. (eds.). Encyclopedia of Bilingualism and Bilingual Education[M]. Clevedon: Multilingual Matters.
[5] Baker, C. 2001. Foundation of Bilingual Education and Bilingualism [M]. New York: Multilingual Matters Ltd.
[6] Christian, D. 1994. Two-way Bilingual Education: Students Learning through Two Languages (Educational Practice Rep.No.12) [EB/OL]. Santa Cruz, CA, and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning.
[7] Crawford, J. 1991.BilingualEducation: History, Politics, Theory, and Practice [M]. Second Edition. Los Angeles, CA: Bilingual Educational Services, Inc.
[8] Combs, Mary Carol. 1992. "English Plus: Responding to English Only"[A]. In Crawford, James (ed.), Language Loyalties. The University of Chicago Press[C].
[9] Cummins, J. 1989. Empowering minority students. Sacramento, CA: California Association for Bilingual Education.
[10] Cummins, J. 1984. Wanted: a theoretical framework for relating language proficiency to academic achievement among bilingual students [A]. In C. Rivera (ed.) Language proficiency to academic achievement[C] Clevedon: Multilingual Matters
[11]Cummins, J. 1992, Bilingual education and English immersion: The Ramirez Report in theoretical perspective[J]. Bilingual Research Journal, 16 (1&2), 91-104.
[12] De la Pena, F. 1991. Democracy or Babel? The case for official English in the United States. Washington, DC: U.S. English,
[13]Donna Christian, 1994, Two-Way Bilingual Education: Students Learning Through Two Languages. Center for Research on Education, Diversity & Excellence. NCRCDSLL Educational Practice Reports. Paper EPR12.
[14] Ellis R. 1994. The Study of Second Language Acquisition[M]. Oxford University Press, London,
[15] Garcia, E. &, D. August, 1988. The Education of language minority students[M]. Chicago, IL: Thomas Publishing Company.
[16]Genesee, F., & P. Gandara.1999.Bilingual Education Programs: A Cross National Perspective[J] Journal of Social Issues,55(4),665-685.
[17]Genesee, F. & J. A. Upshur. 2000. Classroom-based Evaluation in Second Language Education[M]. Beijing: Foreign Language Teaching and Research Press.
[18]Hamers, J. F.& M.H.A.Blanc.1989. Bilinguality and Bilingualism[M]. Cambridge University Press.
[19]Hakuta, Kenji.,1990. "Bilingualism and bilingual education: A research perspective". Occasional Papers Series, No.1.Washington,DC: National Clearinghouse for Bilingual Education.
[20] Jeanne Rennie., 1993. ESL and Bilingual Program Models[M].Eric Clearinghouse on Languages and Linguistics
[21]Krashen, S., 1982. Principles and Practices of Second Language Acquisition [M]. Oxford: Pergamon Press.
[22]Krashen, S.1985. The Input Hypothesis: Issues and Implications[M]. London: Longman.
[23]Krashen, S., 1989. "We acquire vocabulary and spelling by reading: additional evidence for the input hypothesis" [J]. Modern Language Journal 73:440-464.
[24]Krashen, S., 1996. Under attack: The case against bilingual education. Culver City, CA: Language Education Associates.
[25]Krashen, S. 1999.Condemned without a Trial: Bogus Arguments against Bilingual Education. Portsmouth, NH: Heinemann.
[26] Met M. 1991, Learning Language through content: Learning content through language [J]. Foreign Language Annals, 24(4):281-95
[27] Murphy J, & F. Stoller.2001, Sustained Content Language Teaching: An Emerging Definition [3].TESOL Journal, 21(3):3-5.
[28]Nunan, D. 2001. Is English really global? China Daily June 21.
[29]Nunan, D. 2002. Research Methods in Language Learning [M], Shanghai: Shanghai Educational Press,
[30]Ovando C.J. 2003, Bilingual education in the United States: Historical development and current issues [J]. Bilingual Research Journal, 27(1): 1-24
[31]Pally,M.1997.Critical thinking in ESL:An argument for sustained content[J].Journal of Second Language Writing,6(3),293-311.
[32]Pally,M.(Ed.).2000.Sustained content-based teaching in academic ESL/EFL:A practical approach[A].Boston:Houghton Mifflin.Rouet,J.F.,& Levonen,J.J.(1996).Studying and learning with hypertext:Empirical studies and their implications.
[33]Pally,M.2001.Skills Development in 'Sustained' Content-Based Curricula:Case Studies in Analytical/Critical Thinking and Academic Writing[J].Language and Education,15(4),279-350
[34]Shin,Fay& S,Simon Kim,1998.Korean parent perceptions and attitudes of bilingual education[A].In R.Endo,C.Park,J.Tsuchida & A.Abbayani(Eds.),Current Issues in Asian and Pacific American Education[C].Covina/CA:Pacific Asian Press.
[35]Swain,M.1995.Three functions of output in second language learning[A].In G.Cook & B.Seildlhofer(Eds),Principles and Practice in Applied Linguistics[C]:125-144.Oxford:Oxford University
[36]Hamers,J.F,& M.H.A.Blanc.1989 Bilinguality and bilingualism.[M]Cambridge:Cambridge University Press
[37]Richards,et al.2005.Longman Dictionary of Language Teaching and Applied Linguistics[M].Beijing:Foreign Language Teaching and Research Press.
[38]Rodriguez,R.1982,Hunger of memory:The education of Richard Rodriguez.An autobiography.Boston:D.R.Godine.
[39]Rossell,C.,& R.Baker,1996,The educational effectiveness of bilingual education[J].Research in the Teaching of English,30(1):7-17
[40]Willig,A.1985,A meta-analysis of selected studies on the effectiveness of bilingual education[J].Review of Educational Research,55:269-316
[41]包天仁,2002,“双语教学要慎重',中国教育报((9月3日)
[42]戴庆宁、吕晔,2004,CBI教学理念及其教学模式[J],《国外外语教学》(4):16-20.
[43]姜宏德,2002,新加坡的双语教育[J].《中小学英语教学与研究》(1)
[44]吕良环,2001,语言与内容相融合-国外外语教学改革趋势[J],《全球教育展望》(8):52-56。
[45]李丽生,2002,SCLT教学模式及其对我国大学英语教学改革的启示[J].《外语界》2002(4):36-40
[46]庞继贤,2005,从二语习得的角度看大学专业课程的双语教学:理掘与模式 [J].《浙江大学学报》(5):172-175
[47]束定芳、庄智象,1996,《现代外语教学.理论、实践与疗法》[M].上海:上海外语教育出版社。
[48]吴剑丽,袁锐锷,2004.美国对双语教育有效性论争及其启示[J].《广东外语外贸大学学报》15(4):84-87
[49]王海华,王同顺,2003,双语教学与公共英语的接口问题[J].《外语界》(1):26-31
[50]王斌华,2003,双语教育与双语教学[M].上海:上海外语教育出版社
[51]吴作栋,2004,“母语给我们带来自信心”,《联合早报》
[52]徐红,2002,美国的双语教学.《光明日报》04-29.
[53]袁平华,俞理明,2008,以内容为依托的大学外语教学模式研究[J].《外语教学与研究》(1):59-64
[54]张维佳,2002,双语教学的性质、条件及相关问题[J].《语言教学与研究》(4):20-26
[55]朱征平,2001,双语教育面临新挑战[J].《全球教育展望》,(10):55-59