高职英语课堂教学中的母语使用研究
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摘要
近年来,母语在外语教学中的作用已经成为一个热门话题。在应用语言学界,越来越多的学者已经意识到第一语言的使用在外语课堂教学中占一席之地。许多调查研究发现,由于种种原因,多数教师在英语课堂上经常运用母语来辅助教学。
在中国,对高等职业教育中外语课堂的研究还为之甚少。为了丰富相关的研究领域,本文对一所高等职业院校的英语课堂中教师的母语使用情况进行了实证研究,旨在揭示高职英语课堂中的教师使用母语的特点,进而回答高等职业院校英语课堂中教师使用母语的频率怎样;教师在何时使用母语;以及影响教师使用母语的因素等问题。
本文主要数据来源于调查问卷、课堂观察和访谈。研究者对42名教师和226名学生进行了问卷调查;同时对5名教师进行了课堂观察及面谈。分析发现:绝大多数教师和学生们赞成适当地使用母语,因为这样会对学生的学习有帮助;教师和学生们普遍认为老师在课堂上使用汉语的频率不应超过教师话语的30%,但在实际应用中却因情景不同而差别很大。教师使用母语主要是在讲解语法及语言知识点、管理课堂时,翻译中也涉及母语的频繁使用。影响教师语言使用的最重要的因素是学生的英语水平、文化差异:认知因素、情景因素(如母语水平和课堂气氛),教师个人的教学理念、知识水平、性格特点(包括心理状态及身体语言)等也是重要的影响因素。
基于这样的结果和发现,可以看出在英语课堂上使用母语是有帮助性的,而对于高职院校的英语课堂教学来说则更加明显。但是,不同条件下母语的使用程度以及使用目的不同,需要教师仔细权衡教学环境和自己的能力等因素来决定课堂上的语言使用。针对研究发现进行讨论之后,本论文探讨了这些发现对实际教学的启示,最后指出了本研究的一些局限并对今后相关领域的研究提出了建议。
In recent years, studies focused on the role of mother tongue (MT) have become one of top concerns. More and more researchers in applied linguistics have come to recognize that L1 still plays a part in ESL/EFL classrooms. Many class observations and studies show that teachers switch to the mother tongue (MT) frequently for different purposes in EFL classrooms.
In China, little research is done on vocational-technical college EFL teaching. To enrich the relevant literature, this study tries to explore the teacher's use of the mother tongue (Chinese) in English classrooms of a vocational-technical college, so as to find out the features of teachers' language choice in college English classrooms. It aims at describing teachers' practice in Chinese use and answering the questions of the frequency of teachers' use of Chinese in the vocational-technical college EFL classroom, the situations of teachers' L1 use in the EFL classroom, and the possible factors affecting teachers' L1 use in the EFL classroom.
The data of the study come from questionnaire, classroom observation and interview. Altogether 42 College English teachers and 226 students were investigated in a questionnaire survey and five teachers were interviewed after classroom observations. It has been found that most students and teachers approved of a judicious use of Chinese, which, according to them, could help the students learn English well, and that the extent of teachers' use of Chinese was expected to be less than 30%, but the use in natural teaching process varied according to different situations. Teachers seemed to use L1 more frequently in teaching grammar, explaining language points and managing the classroom; and teachers mainly used Chinese for translation. Students' language proficiency and cross-linguistic difference were of great concern when a teacher decided on which language to use. Cognitive factors and situational factors such as mother tongue's efficiency and atmosphere were also found important, in addition to teachers' own attitude towards the use of L1, English proficiency and personal quality (emotional state and body language, etc.).
Based on the discussion of the results and findings, this study concludes that in EFL classrooms, the mother tongue plays a complementary and facilitative role, especially in vocational-technical colleges. The extent to which the mother tongue is used under different conditions should be considered by teachers themselves according to factors such as teaching environment and their own abilities. Some pedagogical implications are discussed and limitations of the study and suggestions for further studies are finally provided.
在中国,对高等职业教育中外语课堂的研究还为之甚少。为了丰富相关的研究领域,本文对一所高等职业院校的英语课堂中教师的母语使用情况进行了实证研究,旨在揭示高职英语课堂中的教师使用母语的特点,进而回答高等职业院校英语课堂中教师使用母语的频率怎样;教师在何时使用母语;以及影响教师使用母语的因素等问题。
本文主要数据来源于调查问卷、课堂观察和访谈。研究者对42名教师和226名学生进行了问卷调查;同时对5名教师进行了课堂观察及面谈。分析发现:绝大多数教师和学生们赞成适当地使用母语,因为这样会对学生的学习有帮助;教师和学生们普遍认为老师在课堂上使用汉语的频率不应超过教师话语的30%,但在实际应用中却因情景不同而差别很大。教师使用母语主要是在讲解语法及语言知识点、管理课堂时,翻译中也涉及母语的频繁使用。影响教师语言使用的最重要的因素是学生的英语水平、文化差异:认知因素、情景因素(如母语水平和课堂气氛),教师个人的教学理念、知识水平、性格特点(包括心理状态及身体语言)等也是重要的影响因素。
基于这样的结果和发现,可以看出在英语课堂上使用母语是有帮助性的,而对于高职院校的英语课堂教学来说则更加明显。但是,不同条件下母语的使用程度以及使用目的不同,需要教师仔细权衡教学环境和自己的能力等因素来决定课堂上的语言使用。针对研究发现进行讨论之后,本论文探讨了这些发现对实际教学的启示,最后指出了本研究的一些局限并对今后相关领域的研究提出了建议。
In recent years, studies focused on the role of mother tongue (MT) have become one of top concerns. More and more researchers in applied linguistics have come to recognize that L1 still plays a part in ESL/EFL classrooms. Many class observations and studies show that teachers switch to the mother tongue (MT) frequently for different purposes in EFL classrooms.
In China, little research is done on vocational-technical college EFL teaching. To enrich the relevant literature, this study tries to explore the teacher's use of the mother tongue (Chinese) in English classrooms of a vocational-technical college, so as to find out the features of teachers' language choice in college English classrooms. It aims at describing teachers' practice in Chinese use and answering the questions of the frequency of teachers' use of Chinese in the vocational-technical college EFL classroom, the situations of teachers' L1 use in the EFL classroom, and the possible factors affecting teachers' L1 use in the EFL classroom.
The data of the study come from questionnaire, classroom observation and interview. Altogether 42 College English teachers and 226 students were investigated in a questionnaire survey and five teachers were interviewed after classroom observations. It has been found that most students and teachers approved of a judicious use of Chinese, which, according to them, could help the students learn English well, and that the extent of teachers' use of Chinese was expected to be less than 30%, but the use in natural teaching process varied according to different situations. Teachers seemed to use L1 more frequently in teaching grammar, explaining language points and managing the classroom; and teachers mainly used Chinese for translation. Students' language proficiency and cross-linguistic difference were of great concern when a teacher decided on which language to use. Cognitive factors and situational factors such as mother tongue's efficiency and atmosphere were also found important, in addition to teachers' own attitude towards the use of L1, English proficiency and personal quality (emotional state and body language, etc.).
Based on the discussion of the results and findings, this study concludes that in EFL classrooms, the mother tongue plays a complementary and facilitative role, especially in vocational-technical colleges. The extent to which the mother tongue is used under different conditions should be considered by teachers themselves according to factors such as teaching environment and their own abilities. Some pedagogical implications are discussed and limitations of the study and suggestions for further studies are finally provided.
引文
Atkinson,D.(1987).The mother tongue in the classroom:A neglected resource.ELT Journal,41(4),241-247.
Atkinson,D.(1993).Teaching Monolingual Classes.London:Longman.
Auerbach,E.R.(1993).Reexamining English only in the ESL classroom.TESOL Quarterly,27,9-32.
Belz,J.A.(2003)Identity,deficiency,and first language use in foreign language education.In C.Blyth(Ed.),The sociolinguistics of foreign-language classrooms:Contributions of the native,the near-native,and the non-native speaker.pp.209-248,Boston:Heinle..
Butzkamn,W.(2003).We only learn language once.The role of the mother tongue in FL classrooms:death of a dogma.Language Learning Journal,28,4-14.
Chaudron,C.(1988).Second Language Classrooms.Cambridge:Cambridge University Press.
Clanfield,L.& Food,D.(2003).Using L1 in the classroom:In defense of NL use in the classroom.Humanizing Language Teaching,5,(1),http://www.hltmag.co.ul/jan03/mart2.htm.
Collins,T.G.(2001).(Re)Considering L1 use in Adult ESL Classrooms:Effects on learner motivation.In Brauer,G.,(ed.)Pedagogy of Language Learning in Higher Education:An Instruction,(pp.61-75).London:Ablex Publisher.
Cook,V.(2001).Using the first language in the classroom.Canadian Modern Language Review,57(3),402-423.
Critchley,M.(1999).Bilingual support in English classes Japan:A survey of student opinions of L1 use by foreign teachers.The Language Teacher,23(9),10-13.
Critchley,M.(2002).The role of Japanese in Communicative ELT.Presentation on Japan Association of Language Teachers 2002 International Conference,Schizuoka,Japan.
Dickson, P. (1992). Using the target language in modem foreign language classrooms. Slough, UK: National Foundation for Education Research.
Duff, P. A. & Polio, C.G (1990). How much foreign language is there in the foreign language classroom? Modern Language Journal, 74,154-166.
Ellis, Rod, (1984). Classroom second language development. Oxford: Pregamon.
Ellis, Rod, (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Ferrer, V, (2004a). Using the mother tongue to promote noticing: translation as a way of scaffolding learner language, www, teachenglishworldoide. com.
Ferrer, V, (2004b). The mother tongue in the classroom: cross-linguistic comparisons, noticing and explicit knowledge, www.teachenglishworldoide. com.
Franklin, C. E. M. (1990). Teaching in the target language. Language Learning Journal, 2, 20-24.
Gass, M. & Selinker, L. (2001). Second Language Acquisition: An Introductory Course (second edition), Lawrence Erlbaum Associates.
Guthrie, E. M. L. (1984). Six cases in classroom communication: A study of teacher discource in the foreign language classroom. In J. P. Lantolf, & A. Lavarca (Eds.). Research in second language learning: Fucus on the classroom, (pp. 173-194). Norwood, NJ: Ablex.
Harbord, J. (1992). Fluency and Accuracy: toward a balance language teaching and learning. England: Multiligual Matters Ltd.
Hawks, P. (2001). A discussion of the use of the mother tongue in the foreign language classroom. Hwa Kang Journal of TEFL, 7,47-55.
Halliwell, S. & Jones, B. (1991). On target. London Centre for Information on Language Teaching.
Jack, C.R. & Thodore, S.R. (1986). Approaches and Methods in Language Teaching. Cambridge. Cambridge University Press.
Johnson, K. & Johnson, H.(1998). Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching. Blackwell Publishers Ltd.
Levine, G.(2003). Student and instructor beliefs and attitudes about target language use, first language, and anxiety: Report of a questionnaire study. Modern Language Journal, 87, 343-364.
Long, M. (1985). Input and second language acquisition theory. In M. Gass & M. Madden (Eds), Input in Second Language Acquisition (pp. 377-393). Rowley, M.A.: Newbury House.
Macaro, E. (1997). Target Language, collaborative learning and autonomy. Clevedon, UK: Multiligual Matters.
Macaro, E. (2001). Analyzing student teachers' code-switching in foreign language classroom: Theories and decision making. Modern Language Journal, 85, 531-548.
Macdonald, C. (1993). Using the target language. Cheltenham, UK: Mary Glasgow Publications.
Nation, P, (1997), L1 and L2 used in the classroom: a systematic approach. TESL Reporter, 30,19-27.
Pan, Han. (1998). Pedagogical and Social Functions of Code-switching in College English Classrooms. Unpublished Master's Thesis. Bejing: Peking University.
Polio, C.G & Duff, P. A. (1994). Teachers' language use in university foreign language classrooms: A qualitative analysis of English and target language alternation. Modern Language Journal, 78, 313-326.
Prodromou, L. (2002). The role of the mother tongue in the classroom. IATEFL Issues, April-May, 6-8.
Ramos, F. (2002). Teachers' opinions about the theoretical and practical aspects of the use of L1 instruction for language minority students: A cross-sectional study. Bilingual Research Journal, 25(3), 357-375.
Richards, J.C. & Rodgers, T.S. (1986). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Rolin-Ianziti, J. & Brownlie, S. (2002). Teacher use of learners' native language in the foreign language classroom. The Canadian Modern Language Review, 58(3), 402-426.
Russell, N., Campbell, H. & William, R. (1986). Techniques and Principles in Language Teaching.Oxford:Oxford University Press.
Schweers,C.W.(1999).Using L1 in the L2 classroom.English Teaching Forum,37(2),6-9.
Stern,H.H.(1983).Fundamental Concepts of Language Teaching.London:Oxford University Press.
Stoch,N.& Wigglesworth,G.(2003).Is there a role for the use of the L1 in an L2setting? TESOL Quarterly,37(4),760-770.
Swain,M.& Lapkin,S.(2000).Task-based second language learning:The uses of the first language.Language Teaching Research,4,251-274.
Tang,J.(2002).Using Ll in the English classroom.English Teaching Forum,40(1),36-43.
Tonelson,S.W.(1981).The importance of teacher self concept to create a healthy psychological environment for learning,Education,102,99-100.
Turnbull,M.(2001).There is a role for the L1 in second and foreign language teaching,but...Canadian Modern Language Review,57,531-540.
Tumbull,M.& Amett,K.(2002).Teachers' use of the target and first languages in second and foreign language classrooms.Annual Review of Applied Linguistics,22,204-218.
Waschler,R.(1997).Uses of Japanese(L1)in the English classroom:Introducing the functional-translation methods.The Internet TESL Journal,3(11),www.aitech.ac.jp/-itesli.
Zacharias,N.(2004).Teachers' beliefs about the use of the students' mother tongue:A survey of tertiary English teachers in Indonesia.EA Journal,22(1),44-52.
陈立平,(2004),英语专业教师在课堂上语码转换调查,《解放军外国语学院学报》,5,34-40。
戴曼纯,张希春,(2004),高校英语教师素质抽样调查,《解放军外国语学院学报》,3,42-46。
郭铭华,(2002),论母语在外语课上的作用,《外语与外语学习》,1,57-59。
孔凡富,王栋,(1996),试论母语在外语教学中的作用,《山东外语教学》,4,20-22。
李畅,(2006),高职英语课堂教师话语的调查分析,《湖南农业大学学报》(社会科学版),12,99-102。
刘作焕,(1996),母语-外语教学中被忽视的资源,《中南民族学院学报》(人文社会科学版),5,105-108。
陆效用,(2002),试论母语对二语习得的正面影响,《外语界》,4,11-15。
彭秀玲,(2006),影响大学英语授课效果的非专业知识性因素,《教育研究》,8,98-99。
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孙天义,姚福生,(1997),An Asset Explored:On the Use of Chinese in Teaching English to Adult English Students(Ed).西安外国语学院英语学科研究文集,(pp445-469)。北京:外语教学与研究出版社。
唐丽萍,(2003),语言课堂语码转换述评,《国外外语教学》,5,5-10。
王俊菊,(2003),助跑器? 绊脚石?-一次有关外语教学中母语使用情况的调查,《现代外语》,26(4),394-405。
肖莉,(2007),对大学英语课堂教学中教学媒介语使用的思考与研究,《华中农业大学学报》(社会科学版),5,163-166。
尹卓琳,(2006),母语在中学外语课堂上的使用情况研究,硕士学位论文。
袁丽,(2005),关于母语在大学英语课堂教学中的使用研究,硕士学位论文。
郑树棠,卫乃兴,陈永捷,(1997),关于大学英语教学法的研究,《外语界》,3,1-7。
张凡,(2006),大学英语教师的素质对教学的影响,《黑龙江教育学院学报》,9,147-148。
张桂萍,王新凤,(2001),母语在外语教学中的应用,《山东外语教学》,3,82-84。
周星,毛卫娟,(2006),外语课堂教学媒介语研究述评,《外语与外语教学》,4,14-17。
朱红梅,(2004),大学英语教师的自身素质与教学质量,《华中师范大学学报》(人文与社会科学版),1,137-140。
Atkinson,D.(1993).Teaching Monolingual Classes.London:Longman.
Auerbach,E.R.(1993).Reexamining English only in the ESL classroom.TESOL Quarterly,27,9-32.
Belz,J.A.(2003)Identity,deficiency,and first language use in foreign language education.In C.Blyth(Ed.),The sociolinguistics of foreign-language classrooms:Contributions of the native,the near-native,and the non-native speaker.pp.209-248,Boston:Heinle..
Butzkamn,W.(2003).We only learn language once.The role of the mother tongue in FL classrooms:death of a dogma.Language Learning Journal,28,4-14.
Chaudron,C.(1988).Second Language Classrooms.Cambridge:Cambridge University Press.
Clanfield,L.& Food,D.(2003).Using L1 in the classroom:In defense of NL use in the classroom.Humanizing Language Teaching,5,(1),http://www.hltmag.co.ul/jan03/mart2.htm.
Collins,T.G.(2001).(Re)Considering L1 use in Adult ESL Classrooms:Effects on learner motivation.In Brauer,G.,(ed.)Pedagogy of Language Learning in Higher Education:An Instruction,(pp.61-75).London:Ablex Publisher.
Cook,V.(2001).Using the first language in the classroom.Canadian Modern Language Review,57(3),402-423.
Critchley,M.(1999).Bilingual support in English classes Japan:A survey of student opinions of L1 use by foreign teachers.The Language Teacher,23(9),10-13.
Critchley,M.(2002).The role of Japanese in Communicative ELT.Presentation on Japan Association of Language Teachers 2002 International Conference,Schizuoka,Japan.
Dickson, P. (1992). Using the target language in modem foreign language classrooms. Slough, UK: National Foundation for Education Research.
Duff, P. A. & Polio, C.G (1990). How much foreign language is there in the foreign language classroom? Modern Language Journal, 74,154-166.
Ellis, Rod, (1984). Classroom second language development. Oxford: Pregamon.
Ellis, Rod, (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Ferrer, V, (2004a). Using the mother tongue to promote noticing: translation as a way of scaffolding learner language, www, teachenglishworldoide. com.
Ferrer, V, (2004b). The mother tongue in the classroom: cross-linguistic comparisons, noticing and explicit knowledge, www.teachenglishworldoide. com.
Franklin, C. E. M. (1990). Teaching in the target language. Language Learning Journal, 2, 20-24.
Gass, M. & Selinker, L. (2001). Second Language Acquisition: An Introductory Course (second edition), Lawrence Erlbaum Associates.
Guthrie, E. M. L. (1984). Six cases in classroom communication: A study of teacher discource in the foreign language classroom. In J. P. Lantolf, & A. Lavarca (Eds.). Research in second language learning: Fucus on the classroom, (pp. 173-194). Norwood, NJ: Ablex.
Harbord, J. (1992). Fluency and Accuracy: toward a balance language teaching and learning. England: Multiligual Matters Ltd.
Hawks, P. (2001). A discussion of the use of the mother tongue in the foreign language classroom. Hwa Kang Journal of TEFL, 7,47-55.
Halliwell, S. & Jones, B. (1991). On target. London Centre for Information on Language Teaching.
Jack, C.R. & Thodore, S.R. (1986). Approaches and Methods in Language Teaching. Cambridge. Cambridge University Press.
Johnson, K. & Johnson, H.(1998). Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching. Blackwell Publishers Ltd.
Levine, G.(2003). Student and instructor beliefs and attitudes about target language use, first language, and anxiety: Report of a questionnaire study. Modern Language Journal, 87, 343-364.
Long, M. (1985). Input and second language acquisition theory. In M. Gass & M. Madden (Eds), Input in Second Language Acquisition (pp. 377-393). Rowley, M.A.: Newbury House.
Macaro, E. (1997). Target Language, collaborative learning and autonomy. Clevedon, UK: Multiligual Matters.
Macaro, E. (2001). Analyzing student teachers' code-switching in foreign language classroom: Theories and decision making. Modern Language Journal, 85, 531-548.
Macdonald, C. (1993). Using the target language. Cheltenham, UK: Mary Glasgow Publications.
Nation, P, (1997), L1 and L2 used in the classroom: a systematic approach. TESL Reporter, 30,19-27.
Pan, Han. (1998). Pedagogical and Social Functions of Code-switching in College English Classrooms. Unpublished Master's Thesis. Bejing: Peking University.
Polio, C.G & Duff, P. A. (1994). Teachers' language use in university foreign language classrooms: A qualitative analysis of English and target language alternation. Modern Language Journal, 78, 313-326.
Prodromou, L. (2002). The role of the mother tongue in the classroom. IATEFL Issues, April-May, 6-8.
Ramos, F. (2002). Teachers' opinions about the theoretical and practical aspects of the use of L1 instruction for language minority students: A cross-sectional study. Bilingual Research Journal, 25(3), 357-375.
Richards, J.C. & Rodgers, T.S. (1986). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Rolin-Ianziti, J. & Brownlie, S. (2002). Teacher use of learners' native language in the foreign language classroom. The Canadian Modern Language Review, 58(3), 402-426.
Russell, N., Campbell, H. & William, R. (1986). Techniques and Principles in Language Teaching.Oxford:Oxford University Press.
Schweers,C.W.(1999).Using L1 in the L2 classroom.English Teaching Forum,37(2),6-9.
Stern,H.H.(1983).Fundamental Concepts of Language Teaching.London:Oxford University Press.
Stoch,N.& Wigglesworth,G.(2003).Is there a role for the use of the L1 in an L2setting? TESOL Quarterly,37(4),760-770.
Swain,M.& Lapkin,S.(2000).Task-based second language learning:The uses of the first language.Language Teaching Research,4,251-274.
Tang,J.(2002).Using Ll in the English classroom.English Teaching Forum,40(1),36-43.
Tonelson,S.W.(1981).The importance of teacher self concept to create a healthy psychological environment for learning,Education,102,99-100.
Turnbull,M.(2001).There is a role for the L1 in second and foreign language teaching,but...Canadian Modern Language Review,57,531-540.
Tumbull,M.& Amett,K.(2002).Teachers' use of the target and first languages in second and foreign language classrooms.Annual Review of Applied Linguistics,22,204-218.
Waschler,R.(1997).Uses of Japanese(L1)in the English classroom:Introducing the functional-translation methods.The Internet TESL Journal,3(11),www.aitech.ac.jp/-itesli.
Zacharias,N.(2004).Teachers' beliefs about the use of the students' mother tongue:A survey of tertiary English teachers in Indonesia.EA Journal,22(1),44-52.
陈立平,(2004),英语专业教师在课堂上语码转换调查,《解放军外国语学院学报》,5,34-40。
戴曼纯,张希春,(2004),高校英语教师素质抽样调查,《解放军外国语学院学报》,3,42-46。
郭铭华,(2002),论母语在外语课上的作用,《外语与外语学习》,1,57-59。
孔凡富,王栋,(1996),试论母语在外语教学中的作用,《山东外语教学》,4,20-22。
李畅,(2006),高职英语课堂教师话语的调查分析,《湖南农业大学学报》(社会科学版),12,99-102。
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