云南少数民族三语教育

PrefaceAcknowledgementsAbstract内容摘要Chapter 1 Introduction 1.0 Introduction 1.1 Rationale, Purpose and Background of the Study 1.1.1 Rationale of the Study 1.1.2 Purpose of the Study 1.1.3 Background of the Study 1.2 Profiles of Yunnan and Xishuangbanna 1.2.1 Yunnan 1.2.2 Xishuangbanna 1.3 The Dai Nationality and Aini People 1.3.1 The Dai Nationality

PrefaceAcknowledgementsAbstract内容摘要Chapter 1 Introduction 1.0 Introduction 1.1 Rationale, Purpose and Background of the Study 1.1.1 Rationale of the Study 1.1.2 Purpose of the Study 1.1.3 Background of the Study 1.2 Profiles of Yunnan and Xishuangbanna 1.2.1 Yunnan 1.2.2 Xishuangbanna 1.3 The Dai Nationality and Aini People 1.3.1 The Dai Nationality 1.3.2 The Aini People 1.4 Terms and Abbreviations Used in the Study 1.4.1 Chinese Language/Putonghua/Mandarin/Han Language 1.4.2 Ethnic Minority Identities 1.4.3 Minority Education 1.4.4 Bilingual Education for MinoritiesChapter 2 Literature Review 2.0 Introduction 2.1 Language Learning Theories Concerning Bilingualism and Trilingualism 2.1.1 Theories about Bilingualism and Trilingualism 2.1.2 Advantages and Disadvantages of Bilingualism and Trilingualism 2.2 Practices of Bilingualism and Trilingualism in SomeCountries 2.2.1 Universal Issues Concerning Ethnic Minority Language Learning 2.2.1.1 Ethnic Minority Cultures 2.2.1.2 Teaching Materials and Staff 2.2.1.3 Psychological Factors 2.2.1.4 Societal Factors 2.2.2 Practices of Bilingual and Trilingual/English Education 2.2.2.1 Practices of Bilingual Education 2.2.2.2 Practices of English Education 2.3 Bilingual and Trilingual/English Education in China 2.3.1 Definition of Terms ……Chapter 3 Research Design and MethodologyChapter 4 Interview Results:Brief Case StudiesChapter 5 Questionnaire FindingsChapter 6 Discussion and ConclusionReferences Appendix Ⅰ Interview Questions for Teachers of English from Ethnic Minority AreasAppendix ⅡQuestionnaire for School StudentsAppendix ⅢFile Information from the Questionnaire Raw Data List ofVariables on the Working File后记

本研究致力于探索我国云南少数民族将英语作为第三语言学习的热点问题。这些热点问题包括少数民族双语教育背景、英语学习环境和机遇、少数民族外语教师的培训和教学水平以及少数民族学生的英语学习成效。 在我国，少数民族学生小学阶段就接受双语教育，但到了中学阶段所有课程都使用单一的汉语作为语言媒介来进行教学。即使英语课也不例外。本研究提出假设：这种采用汉语作为语言媒介的英语教学或许是少数民族学生英语学习成绩差的重要原因之一，特别是那些汉语基础不够牢靠的少数民族学生更是如此。根据这一假设，少数民族学生的英语学习效率就会受到其民族母语的阻碍。由于这种三语现象的存在，使学生难以获得高考入学所需要的英语成绩。