双语教育要素研究(英语专业硕士毕业论文） .doc

factors in bilingualeducationa thesis submitted tosoutheast universityfor the academic degree of master of artsbychen songsupervised byprof. li xiao-xiangdepartment of foreign languagessoutheast universitymarch 2006 大 学 学 位 论 文 独 创 性 声 明本人声明所呈交的学位论文是我个人在导师指导下进行的研究工作及取得的研究成果。尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得东南大学或其它教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示了谢意。研究生签名： 日 期：东 南 大 学 学 位 论 文 使 用 授 权 声 明东南大学、中国科学技术信息研究所、国家图书馆有权保留本人所送交学位论文的复印件和电子文档，可以采用影印、缩印或其他复制手段保存论文。本人电子文档的内容和纸质论文的内容相一致。除在保密期内的保密论文外，允许论文被查阅和借阅，可以公布（包括刊登）论文的全部或部分内容。论文的公布（包括刊登）授权东南大学研究生院办理。研究生签名： 导师签名： 日 期:acknowledgementsfirst of all, my heart-felt thanks go to my supervisor prof. li xiaoxiang, who hasnot only taught me the essentials of second language acquisition, but also shaped mycharacter of always aspiring to be the best. prof. li has played an instructive andconstructive role in the completion of the thesis, as he suggested the topic and kept meinformed of updated information.second, i would like to extend my special thanks to prof. zheng yuqi, prof. zouchangzheng, prof. guo xiaoning, prof. li lu, prof. liu xuming and prof. chenshumei for getting me acquainted with various subjects which have enabled me tobroaden my horizon.i am also grateful to miss chen zhengrong, who has proofread my thesis andoffered illuminating suggestions, mr. wang jiuwei, who has spent much time workingon the cosmetics of this thesis and my classmates zhang xin, zhang jing, li xuan,jin ruo, and huang hong, who are ready to help me anytime.thanks also go to my roommates, andy zhang, luke shen and kane sun, whohave added much fun and memorable moments to my postgraduate life.finally, i am greatly indebted to my parents, who have always been a source ofconfidence and inspiration for me. they offer advice whenever i have to make achoice, but give me full freedom to choose for my life.东 南 大 学硕 士 学 位 论 文双语教育要素研究研究生姓名: 陈 松导 师 姓 名: 李霄翔 教授申请学位级别 硕 士 学科专业名称 外国语言学及应用语言学论文提交日期 2006 年 3 月 论文答辩日期 2006 年 4 月 7 日学位授予单位 东 南 大 学 学位授予日期 2006 年 月 日答辩委员会主席 王开玉 教授 评 阅 人 袁晓宁 教 授徐思雄 副教授2006 年 4 月内容摘要出于不同的历史、社会、经济等目的，不少国家和地区（如： 美国、加拿大、新加坡等）实施了双语教育。随着全球化进程的加速及国际交流日益频繁，社会对 21 世纪复合型人才的需求与日俱增。为了迎合这种不断增长的人才需求，中国不少地方尝试性地实施了双语教育，并涌现出各种双语学校和双语班。 然而，因起步比较晚，目前中国双语教育还存在一些问题。例如：缺乏相关语言政策、双语师资匮乏、校园及社会双语环境有待进一步完善、没有符合中国国情的双语教学模式等等。中国双语教育实践出现上述问题原因之一是：双语教育包含许多要素，而中国双语教育者因缺乏经验对双语教育要素把握不够准确。此外，中国目前尚缺失一些双语教育要素，如，相关语言政策，双语语言环境等。本研究主要从双语教育要素着手，通过对国内外双语教育实践的综述及双语教育中表层和深层要素的分析，旨在探讨如何解决目前中国双语教育所面临的问题。本文具体分析了学习者、教师、语言环境、政治、经济、文化等要素，并阐明了各要素与双语教育的关系。最后，本文结合中国的国情及当前双语教育所面临的问题，对如何解决目前中国双语教育所面临的问题提出了一系列建设性的建议以供中国双语教育者和研究者参考。本论文以语言学理论与方法为基础，借助社会学、经济学、认知语言学、心理学等相关学科的理论和方法，结合综述和案例对现有的国内外双语教学实例进行剖析，从而客观而科学地探讨影响双语教育实施的表层和深层要素。本研究的特点首先在于视角广泛，选题新颖。作者力图全方位分析和探讨影响双语教育实施的诸要素；其次，本文注重理论联系实际。其主要表现在依托语言学、经济学、社会学、心理学等相关理论，客观分析国内外双语教育实践。此外，本文在探讨要素的基础上阐述了目前中国双语教育所面临的问题，并就如何解决问题、促进中国双语教育提出自己的建议，具有较强的现实参考价值。当然，由于种种原因，本研究还存在一些不足。如：缺乏定量分析；未能有效整合双语教育中的诸要素建构一个或多个双语教学模式等。这些不足将在今后的研究中一一得到改善。关键词： 双语教育,表层要素,深层要素,双语教学模式abstractby now, many countries and regions, such as america, canada and singaporehave implemented bilingual education. to meet the demands for bilingual talents,china is also beginning to carry out bilingual education. however, due to lack ofexperience, some problems have surfaced in chinas bilingual practice, such as, lackof relevant laws on bilingual education and suitable bilingual teaching models,shortage of bilingual teachers and so on. one reason for these problems is thatbilingual education consists of a series of factors, however, chinese bilingualundertakers may fail to grasp the factors due to lack of experience. besides, the lackof some factors like relevant language laws and a favorable bilingual languageenvironment has also given rise to the current problems.this thesis attempts to solve the current problems in chinas bilingual educationthrough an overview of overseas and domestic bilingual education and the analysis ofsurface and deep factors in bilingual education. through addressing such factors aslearners、teachers、language environment、politics、economy and culture, this thesispresents a clear picture of the relationship between each factor and bilingual education.besides, the problems in chinas bilingual education are analyzed, followed by a listof suggestions for reference.drawing on linguistic theories and research methodologies, plus relevant theoriesin sociology, economics, and psychology, this thesis probes into both surface and deepfactors in bilingual education through the overview and case study of overseas anddomestic bilingual education.this research on factors in bilingual education is extensive and novel. the authortries to probe into various factors in an all-round way. besides, the thesis combinestheory and practice, studying the overseas and domestic bilingual practices on thebasis of linguistic, economic, sociological, cognitive and psychological theories. lastbut not least, the thesis presents a thorough analysis of problems in chinas bilingualpractice, and puts forward suggestions accordingly for reference. however, due to thisor that reason, there is still much research to be done. issues, such as which factordeserves top priority in what context and how to integrate these factors so as to designand construct a teaching model that suits china well, are to be dealt with in furtherresearches.key words: bilingual education, surface factor, deep factor, bilingual teaching modeltable of contentsconclusion . 43references. 44on factors in bilingual education1introductionthe thesis discusses both surface and deep factors in bilingual education and attemptsto analyze the current problems that chinas chinese-english bilingual education isfacing. in addition, on the basis of the factor study and detailed analysis of existingproblems in the implementation of bilingual education in china, the thesis putsforward several suggestions for reference.different countries and regions implement bilingual education out of differentreasons. tucker, g. richard (1999) thinks that the use of multiple languages ineducation may be attributed to numerous factors, such as the linguistic heterogeneityof a country or region, specific social or religious attitudes, or the desire to promotenational identity. steven krashen (1999) holds that there are two goals of bilingualeducation. one is to develop academic english and school success and the other is todevelop heritage language. in america, bilingual education targets limited englishproficient (lep) students and makes instructional use of both english and a studentsnative language. bilingual education is expected to help lep students achieve highenglish proficiency, academic mastery of subject matters and skills so as to getmerged with the mainstream society and acquire more opportunities. in canada,bilingual education is implemented in an attempt to give equal prominence to englishand french and thus achieve a peaceful co-existence of both languages. in manyasian countries, bilingual education programs are supposed to improve citizensenglish and thus boost national development and overall strength.with globalization process and the rapid social and economic development, theneed for bilingual talents is ever-increasing. in response, china has begun a neweducational reform featuring chinese-english bilingual education. there haswitnessed a mushroom growth of bilingual schools and classes. however, due to lackof theoretical and practical research, some people do not have a clear picture ofbilingual education, mistaking bilingual education for intensive english training. inaddition to misconceptions, there are a couple of other problems which deserveattention, for instance, the lack of relevant laws on bilingual education, the shortage ofbilingual teaching faculty and materials and the absence of bilingual environment.based on theoretical framework and empirical studies of overseas and domesticbilingual practice, the thesis reveals the close relationship between factors andbilingual education. by probing into surface and deep factors, it presents a deepinsight into bilingual education, analyzes current problems that china is facing, andputs forward some suggestions for reference on tackling the existing problems.due to various reasons, there still exist some drawbacks and limitations in thisstudy, such as the insufficient number of quantitative studies, the failure in elaboratingon how one factor influences another and how to integrate various factors so as todesign and construct bilingual teaching models that suit china well. in addition, thefactor study is mainly based on overseas practice. how they interact in the chinesecontext is to be found out. further researches are surely needed to overcome thedrawbacks of this study which only serves as an introduction to the factor study ofbilingual education in china.chapter one presents a picture of bilingual practice home and abroad and pointson factors in bilingual education2out problems that china is facing in implementing bilingual education. chapter twopresents an overview of bilingual education, including definitions and its development.chapter three discusses a series of theories related to bilingual education andexplores the reasons for the factor study. chapter four centers upon the factor study,including surface factors such as learners, teachers and language environment, anddeep factors such as politics, economy and culture. chapter five analyzes existingproblems in chinas bilingual education on the basis of factor study and puts forwardsome suggestions accordingly for reference. in conclusion, the author points out thatvarious factors are dynamically correlated and their importance changes as the contextof bilingual education varies. it is of great significance to work out how these factorsinteract and which factor outweighs the others and deserves top priority in differentcontexts. all this is to be found out in further researches.11note: all things considered, bilingual education in this thesis refers to being educated inchinese and english.introduction. 1chapter one bilingual education home and abroad. 31.1 america. 31.2 canada. 41.3 singapore . 41.4 china. 5chapter two overview of bilingual education . 72.1 definitions of bilingual education . 72.2 development of bilingual education. 8chapter three literature review . 103.1 critical period hypothesis and lad . 103.2 affective theory . 113.3 cognitive theory . 113.4 language aptitude theory. 123.5 input hypothesis . 133.6 id theory. 143.7 human capital theory. 143.8 hierarchy of needs . 17chapter four factor study. 184.1 surface factors. 184.1.1 learners. age . language aptitude. cognitive style. affective factor. 204.1.2 teachers . qualities of a bilingual teacher. training of bilingual teachers. 234.1.3 language environment. 244. 2 deep factors . 254.2.1 economy . economy first. educations backwash effects. 264.2.2 politics. 2 language policy and planning. 2 implementation of language policies . 284.2.3 culture. 3 divergence . 3 bilingual education: a matter of balance. 334.3 other factors. 344.3.1 family factor. 344.3.2 teaching materials. 354.3.3 supervision . 364.3.4 publicity. 36chapter five problems and countermeasures . 375.1 problems . 375.2 countermeasures. 38on factors in bilingual education3chapter one bilingual education home and abroadrecently, due to some driving forces, such as national unity and national development,many countries have adopted bilingual education. relatively speaking, westerncountries like america and canada have been implementing bilingual education for amuch longer time than many oriental countries. this chapter first takes a look at thebilingual practice in america, canada and an asian country, singapore, and thenintroduces the chinese practice, after which some problems regarding chinesebilingual practice are put forward. the problems in current chinese practice are whatthis thesis aims to tackle on the basis of a probe into various factors in bilingualeducation.1.1 americain america, bilingual education program means an educational program that makesinstructional use of both english and a students native language for limited englishproficient students. aimed at enabling students with different mother tongues tomaster english so as to get ready for exploring other sciences in america, thebilingual education act, passed by the congress in 1968, was implementedindependently in each state with the specific situation of each state taken into account.while many institutions go to great lengths to advocate bilingual education, some alsoraise doubts regarding the effects of bilingual education. in 1998, california putforward a proposal questioning the effects of bilingual education, which resulted inthe suspension of most bilingual classes in the state. in 1999, ron k. unz, amillionaire in silicon valley, proposed to abolish bilingual education in arizona bypolling and succeeded. besides, some statistics and immigrants responses indicatethat eager to master english as soon as possible, immigrants hope to study in anall-english environment and stop using their mother tongues. in recent years, doubtsabout the efficacy of bilingual education are not uncommon, for bilingual educationcomes across as costly for more and more people. for example, according toamerican constitution, immigrants with american nationality should possess basicenglish speaking, reading and writing capabilities. however, some places, especiallythose where new immigrants concentrate, still invest in bilingual signs, notices, etc.and allow immigrants to use mother tongues on some big political occasions. as aresult, man