藏区英语教学媒介语问题与基于藏族学生母语的藏授英语教师培养  

Problems of the Medium of English Instruction in Tibetan Regions and Cultivation of English Teachers for Tibetan Students

作　　者：王慧[1] 孔令翠[2] 

机构地区：[1]重庆邮电大学,重庆400065 [2]四川师范大学,成都610101

出　　处：《外语学刊》2013年第5期109-113,共5页Foreign Language Research

基　　金：教育部人文社科研究项目"实施藏汉英三语教育促进跨文化理解与中华民族认同研究--以四川藏区为例"(10YJA740090);全国教育科学规划课题"面向四川藏区的中小学英语教师教育实验研究"(GPA115077);四川省应用外语研究会项目"多元文化视角下四川藏区中小学英语教师培养研究"的阶段性成果

摘　　要：大量理论研究成果与教学实践证明,母语在二语与三语习得中举足轻重,汉语在我国的基础外语教学中始终至关重要。然而,我们在外语教学中对少数民族学生母语应有的迁移作用与三语学习环境下的英语学习特殊性缺乏应有的重视,导致相当部分汉语水平不足的少数民族学生只能接受以汉语作为媒介语的英语教学,使他们的英语学习面临双重负迁移、双语乃至三语障碍。因此,只有对症下药,培养能使用少数民族语言作为媒介语的中小学英语教师,从少数民族学生母语和英语学习的特殊性出发,才能有助于解决少数民族学生英语学习的困难。本文提出应正视藏族学生母语的作用以及藏区三语教学环境下英语教学的特殊性,探索培养以藏语作为英语教学媒介语的教师的重要性、必要性和方法。Researches and teaching practice have proved that one＇ s mother tongue play＇s a vital role in the second and third language acquisition, so does the Chinese language in the English teaching in the elementary schools in China. However, the positive transfer of the mother tongue of ethnic students and their special learning problems under trilingual teaching have not been taken seriously, which has led to the phenomenon that the Tibetan students with poor Chinese have to learn English with Chinese as the medium of instruction. Therefore, many ethnic students are faced with double negative transfer and bilingual even trilingual han- dicaps. Only by cultivating English teachers who can teach English in ethnic languages in accordance with the special learning problems, can the English teaching quality be improved. By taking the positive transfer of the Tibetan students＇ mother tongue and their special learning problems into account, this paper probes into the significance, necessities and approaches of the culti- vation of elementary school English teachers with Tibetan as the medium of English instruction.

关 键 词：三语教学 媒介语 藏授英语 教师教育 

分 类 号：H319.1[语言文字—英语]