基于SLA理论的少数民族汉语写作教学探讨  

A Study of Chinese Writing Teaching of The Minority Students Based On Theories In Second Language Acquisition

作　　者：王莉[1] 

机构地区：[1]新疆医科大学语言文化学院,乌鲁木齐830011

出　　处：《语言与翻译》2015年第1期71-75,共5页Language and Translation

基　　金：国家社会科学基金项目一般项目"新疆维吾尔族聚居区的语言生活及其发展变化趋势研究"(14BYY052);自治区普通高校人文社科重点研究基地--新疆师范大学新疆少数民族双语教育研究中心课题"内地高校新疆少数民族学生培养成效调查研究"(040414C3)

摘　　要：文章以Ellis和Gass的第二语言习得(SLA)研究的观点以及Krashen的语言输入假说、情感过滤假说为依据,尝试着突破原有汉语写作教学框架,结合个案教学实验,从语言输入角度提出背诵、阅读与写作三者相结合的训练方式,并认为这种方式是少数民族汉语写作教学行之有效的训练方式。同时指出在重视语言输入的重要性时,还应强调重视学习者的个体因素与认知水平,因为它将影响语言输入与输出的有效性。Aiming to make a breakthrough in the model of traditional Chinese writing teaching, based on the opinions of Ellis and Gass and Krashen＇s Input and Affective Filter Hypothesis, this research put forward to a kind of training method concerning with the mixture of recitation, reading and writing. The writer, based on experiment,believed that the training method is effective in training the minority students＇ Chinese writing acquisition and at the same time emphasized on individual factors and level of understanding among second language learners, because this will affect the effectiveness of language input and output.

关 键 词：SLA理论 写作 策略 

分 类 号：H193[语言文字—汉语]