侗族地区高校多语课堂跨语言语类教学研究
发布时间：2023-02-09 19:23
在全球化潮流的影响下,多语教育已成为世界各地教育中的常态,在中国这个多民族国家亦是如此。二十一世纪以来,随着英语作为国际交流语言的广泛传播,我国少数民族地区已进入了三语教育和三语兼通的时代。近年来,越来越多的研究关注这一新现象,但这些研究主要采用单语路径,关注焦点为英语单语,针对少数民族地区特别是侗族地区多语特征的课程和教学法研究较为缺乏。同时,在教学实践方面,由于侗族地区存在多语教育发展缓慢,学生总体英语水平不高,母语得不到重视,多语能力培养成效较低等现象。因此,本研究基于跨语言行为和系统功能语言学语类教学法理论,构建了以三语兼通为教育目标的多语教学模型,并采用该模型设计和实施侗族地区多语教育背景下的大学英语教学干预项目,旨在提高侗族地区学生的英语水平和多语能力,为我国少数民族地区多语教育提供新路径。本研究将对此次教学干预项目的实施和影响进行评估,旨在回答以下三个问题:(1)如何基于跨语言行为理论和语类教学法理论,构建一个多语教学模型,用以指导侗族地区多语教育语境下的英语教学和以三语兼通为教学目标的三语教育?(2)如何运用跨语言语类教学法(TL-GBP)模型,将学生的整体语言意库有效...
【文章页数】：299 页
【学位级别】：博士
【文章目录】：
List of symbols and abbreviation
Abstract
摘要
Chapter One Introduction
1.1 Contextual background
1.1.1 Overview of Dong ethnic minority group
1.1.1.1 Demography and history
1.1.1.2 Language and culture
1.1.2.3 Ethnic classics
1.1.2 General situation of multilingual education in China
1.1.2.1 Multilingual practices in minority communities
1.1.2.2 Multilingual education in China
1.1.2.3 Multilingual education in Dong area
1.2 Research rationale
1.2.1 Need for effective multilingual education
1.2.2 Need for equally positioning languages in multilingual education
1.2.3 Need for reasonable language use in multilingual classrooms
1.2.4 Applicability of genre-based pedagogy and translanguaging approaches.
1.2.5 Personal position
1.3 Research questions
1.4 Research significance
1.4.1 Theoretical significance
1.4.2 Practical significance
1.4.3 Methodological significance
1.5 Research innovations
1.6 The organization of the dissertation
Chapter Two Literature Review
2.1 Previous research on multilingual education
2.1.1 Third language acquisition
2.1.2 Multilingual approach to language teaching
2.1.3 New trends: towards a holistic approach
2.1.4 Domestic research on multilingual education
2.1.4.1 Research on third language acquisition
2.1.4.2 Multilingual education in Chinese minority areas
2.1.5 Problems and limitations
2.2 Previous research on translanguaging
2.2.1 Development of translanguaging theory
2.2.2 Translanguaging as pedagogic strategies
2.2.3 Translanguaging in writing
2.2.4 Domestic research on translanguaging
2.2.5 Problems and limitations
2.3 Previous research on genre-based pedagogy
2.3.1 Principles: language, genre and pedagogy
2.3.1.1 Language in context
2.3.1.2 Guidance through interaction
2.3.2 Development of genre-based pedagogy
2.3.2.1 Language and Social Power
2.3.2.2 Write it Right
2.3.2.3 Reading to Learn
2.3.3 Domestic research on genre-based pedagogy
2.3.4 Problems and limitations
2.4 Summary
Chapter Three Theoretical Preliminaries
3.1 Translanguaging
3.1.1 Tranlanguaging in education
3.1.2 Translanguaging and minority languages
3.2 Genre-based pedagogy
3.2.1 The knowledge genres
3.2.2 The curriculum genres
3.3 Translanguaging genre-based pedagogy
3.3.1 Translanguaging as pedagogic strategies
3.3.2 TL-R2L teaching/learning cycle
3.3.3 Building metalanguage in stories
3.3.4 Building KAL: Discourse and grammar
3.4 Summary
Chapter Four Research Design
4.1 Research stages: an overview
4.1.1 The description stage
4.1.2 The intervention stage
4.2 Participants
4.3 Research methods
4.4 Data collection
4.5 Design of the curriculum genres
4.5.1 Multilingual reading texts
4.5.2 Two iterative learning cycles
4.5.3 Classroom interactions: analytical tools and program design
4.5.3.1 Pedagogic activities
4.5.3.2 Pedagogic relations
4.5.3.3 Pedagogic modalities
4.6 Summary
Chapter Five Pedagogic Practices
5.1 Iteration 1
5.1.1 Preparing for reading
5.1.1.1 Preparation for English knowledge
5.1.1.2 Reflections on preparing for reading
5.1.2 Detailed reading
5.1.2.1 Identifying wordings
5.1.2.2 Dense elaboration
5.1.2.3 Reflections on detailed reading
5.1.3 Sentence making
5.1.3.1 Building knowledge about English language
5.1.3.2 Reflections on sentence making
5.1.4 Joint construction
5.1.4.1 Lesson activities in joint construction
5.1.4.2 Negotiating wordings and sentences for the joint text
5.1.4.3 The jointly constructed texts
5.1.4.4 Handing over the control to students
5.1.4.5 Reflections on joint construction
5.1.5 Towards Iteration 2
5.2 Iteration 2
5.2.1 Detailed reading
5.2.1.1 Translanguaging practices in the exchange
5.2.1.2 Re-instantiation in the Elaborate phase
5.2.1.3 Reflections on detailed reading
5.2.2 Joint construction
5.2.2.1 Lesson activity: Realizing re-instantiation
5.2.2.2 Re-expressing bilingual texts in L3
5.2.2.3 The jointly constructed texts
5.2.2.4 Reflections on joint construction
5.3 Summary
Chapter Six Students’ Writing Development in L3
6.1 Writing assessment criteria
6.1.1 R2L assessment criteria
6.1.2 Considerations in assessing L3 writing texts
6.2 Assessing pre-intervention text
6.2.1 Genre and register
6.2.2 Discourse and Grammar
6.2.3 Graphic features: spelling and punctuation
6.2.4 The students’ linguistic competence in the pre-texts
6.3 Assessing individual construction
6.3.1 The learning task in individual construction
6.3.2 Writing production in individual construction
6.3.2.1 Individual construction in Class 1
6.3.2.2 Individual construction in Class 2
6.3.3 The role of individual construction
6.4 Assessing post-intervention text
6.4.1 Independent writing task
6.4.2 Narrative for ethnic stories
6.4.2.1 Genre and register
6.4.2.2 The expansion of language resources
6.4.2.3 Grammatical development
6.4.2.4 Graphic features
6.5 Summary
Chapter Seven Other Impact of the Intervention Program
7.1 Students’ use of translanguaging strategies
7.1.1 Translation
7.1.2 Code-switching
7.1.3 Code-switching and translation
7.1.4 Application of prior knowledge
7.2 Additional translanguaging strategies for Class 2
7.2.1 Learning multilingual idioms
7.2.2 Composing English idioms in Dong song
7.2.3 Reflections on the translanguaging strategies
7.3 Tracing the development of students’ multilingual competence
7.3.1 L3 talk development
7.3.2 L1 literacy development
7.4 Development of students’ metalinguistic awareness
7.4.1 Translanguaging for support
7.4.2 Translanguaging for enhancement
7.5 Translanguaging for multilingual identity
7.6 Summary
Chapter Eight Conclusion
8.1 Summary of the findings
8.1.1 TL-GBP
8.1.2 The pedagogic practices of the intervention program
8.1.3 The impact of the pedagogy
8.2 Strengths and implications of the research
8.2.1 Strengths
8.2.2 Pedagogic implications
8.4 Prospects for future research
Bibliography
Appendix 1: Questionnaire
Appendix 2: Interview Questions
Appendix 3: Teaching materials
Appendix 4: Scores of pre- and post-texts
Appendix 5: Samples of pre- and post-texts assessment
Appendix 6: Samples of students’ pre-text
Appendix 7: Samples of students’ individual construction – Class 1
Appendix 8: Samples of students’ individual construction – Class 2
Appendix 9: Samples of students’ post-text
Acknowledgements
本文编号：3739111
【文章页数】：299 页
【学位级别】：博士
【文章目录】：
List of symbols and abbreviation
Abstract
摘要
Chapter One Introduction
1.1 Contextual background
1.1.1 Overview of Dong ethnic minority group
1.1.1.1 Demography and history
1.1.1.2 Language and culture
1.1.2.3 Ethnic classics
1.1.2 General situation of multilingual education in China
1.1.2.1 Multilingual practices in minority communities
1.1.2.2 Multilingual education in China
1.1.2.3 Multilingual education in Dong area
1.2 Research rationale
1.2.1 Need for effective multilingual education
1.2.2 Need for equally positioning languages in multilingual education
1.2.3 Need for reasonable language use in multilingual classrooms
1.2.4 Applicability of genre-based pedagogy and translanguaging approaches.
1.2.5 Personal position
1.3 Research questions
1.4 Research significance
1.4.1 Theoretical significance
1.4.2 Practical significance
1.4.3 Methodological significance
1.5 Research innovations
1.6 The organization of the dissertation
Chapter Two Literature Review
2.1 Previous research on multilingual education
2.1.1 Third language acquisition
2.1.2 Multilingual approach to language teaching
2.1.3 New trends: towards a holistic approach
2.1.4 Domestic research on multilingual education
2.1.4.1 Research on third language acquisition
2.1.4.2 Multilingual education in Chinese minority areas
2.1.5 Problems and limitations
2.2 Previous research on translanguaging
2.2.1 Development of translanguaging theory
2.2.2 Translanguaging as pedagogic strategies
2.2.3 Translanguaging in writing
2.2.4 Domestic research on translanguaging
2.2.5 Problems and limitations
2.3 Previous research on genre-based pedagogy
2.3.1 Principles: language, genre and pedagogy
2.3.1.1 Language in context
2.3.1.2 Guidance through interaction
2.3.2 Development of genre-based pedagogy
2.3.2.1 Language and Social Power
2.3.2.2 Write it Right
2.3.2.3 Reading to Learn
2.3.3 Domestic research on genre-based pedagogy
2.3.4 Problems and limitations
2.4 Summary
Chapter Three Theoretical Preliminaries
3.1 Translanguaging
3.1.1 Tranlanguaging in education
3.1.2 Translanguaging and minority languages
3.2 Genre-based pedagogy
3.2.1 The knowledge genres
3.2.2 The curriculum genres
3.3 Translanguaging genre-based pedagogy
3.3.1 Translanguaging as pedagogic strategies
3.3.2 TL-R2L teaching/learning cycle
3.3.3 Building metalanguage in stories
3.3.4 Building KAL: Discourse and grammar
3.4 Summary
Chapter Four Research Design
4.1 Research stages: an overview
4.1.1 The description stage
4.1.2 The intervention stage
4.2 Participants
4.3 Research methods
4.4 Data collection
4.5 Design of the curriculum genres
4.5.1 Multilingual reading texts
4.5.2 Two iterative learning cycles
4.5.3 Classroom interactions: analytical tools and program design
4.5.3.1 Pedagogic activities
4.5.3.2 Pedagogic relations
4.5.3.3 Pedagogic modalities
4.6 Summary
Chapter Five Pedagogic Practices
5.1 Iteration 1
5.1.1 Preparing for reading
5.1.1.1 Preparation for English knowledge
5.1.1.2 Reflections on preparing for reading
5.1.2 Detailed reading
5.1.2.1 Identifying wordings
5.1.2.2 Dense elaboration
5.1.2.3 Reflections on detailed reading
5.1.3 Sentence making
5.1.3.1 Building knowledge about English language
5.1.3.2 Reflections on sentence making
5.1.4 Joint construction
5.1.4.1 Lesson activities in joint construction
5.1.4.2 Negotiating wordings and sentences for the joint text
5.1.4.3 The jointly constructed texts
5.1.4.4 Handing over the control to students
5.1.4.5 Reflections on joint construction
5.1.5 Towards Iteration 2
5.2 Iteration 2
5.2.1 Detailed reading
5.2.1.1 Translanguaging practices in the exchange
5.2.1.2 Re-instantiation in the Elaborate phase
5.2.1.3 Reflections on detailed reading
5.2.2 Joint construction
5.2.2.1 Lesson activity: Realizing re-instantiation
5.2.2.2 Re-expressing bilingual texts in L3
5.2.2.3 The jointly constructed texts
5.2.2.4 Reflections on joint construction
5.3 Summary
Chapter Six Students’ Writing Development in L3
6.1 Writing assessment criteria
6.1.1 R2L assessment criteria
6.1.2 Considerations in assessing L3 writing texts
6.2 Assessing pre-intervention text
6.2.1 Genre and register
6.2.2 Discourse and Grammar
6.2.3 Graphic features: spelling and punctuation
6.2.4 The students’ linguistic competence in the pre-texts
6.3 Assessing individual construction
6.3.1 The learning task in individual construction
6.3.2 Writing production in individual construction
6.3.2.1 Individual construction in Class 1
6.3.2.2 Individual construction in Class 2
6.3.3 The role of individual construction
6.4 Assessing post-intervention text
6.4.1 Independent writing task
6.4.2 Narrative for ethnic stories
6.4.2.1 Genre and register
6.4.2.2 The expansion of language resources
6.4.2.3 Grammatical development
6.4.2.4 Graphic features
6.5 Summary
Chapter Seven Other Impact of the Intervention Program
7.1 Students’ use of translanguaging strategies
7.1.1 Translation
7.1.2 Code-switching
7.1.3 Code-switching and translation
7.1.4 Application of prior knowledge
7.2 Additional translanguaging strategies for Class 2
7.2.1 Learning multilingual idioms
7.2.2 Composing English idioms in Dong song
7.2.3 Reflections on the translanguaging strategies
7.3 Tracing the development of students’ multilingual competence
7.3.1 L3 talk development
7.3.2 L1 literacy development
7.4 Development of students’ metalinguistic awareness
7.4.1 Translanguaging for support
7.4.2 Translanguaging for enhancement
7.5 Translanguaging for multilingual identity
7.6 Summary
Chapter Eight Conclusion
8.1 Summary of the findings
8.1.1 TL-GBP
8.1.2 The pedagogic practices of the intervention program
8.1.3 The impact of the pedagogy
8.2 Strengths and implications of the research
8.2.1 Strengths
8.2.2 Pedagogic implications
8.4 Prospects for future research
Bibliography
Appendix 1: Questionnaire
Appendix 2: Interview Questions
Appendix 3: Teaching materials
Appendix 4: Scores of pre- and post-texts
Appendix 5: Samples of pre- and post-texts assessment
Appendix 6: Samples of students’ pre-text
Appendix 7: Samples of students’ individual construction – Class 1
Appendix 8: Samples of students’ individual construction – Class 2
Appendix 9: Samples of students’ post-text
Acknowledgements
本文编号：3739111
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