理工科预科生语言态度与英语学习关系实证探析  

An Empirical Study on Language Attitudes and English Learning in Minority Preparatory Science and Technology Students

作　　者：曹红梅[1] 姚春林[2] 

机构地区：[1]中央民族大学预科教育学院少数民族语言文学院,北京100081 [2]河北联合大学外国语学院,河北唐山063039

出　　处：《中央民族大学学报（自然科学版）》2015年第1期65-69,共5页Journal of Minzu University of China(Natural Sciences Edition)

基　　金：新疆维吾尔自治区普通高等学校人文社会科学重点研究基地--喀什师范学院南疆教育发展研究中心科研项目(No.XJEDU070114C06);河北省高等学校青年拔尖人才计划项目(No.BJ2014081)

摘　　要：本文以中央民族大学理工科预科生为调查对象,采用问卷和访谈法,掌握理工科少数民族预科学生的语言态度及其对英语学习的影响程度,旨在对少数民族预科生英语教学的改进,并为语言态度研究提供个案.结果显示,总体看理工科预科生对民汉双语认同度较高,而对民族文字和英语认同度较低;对英语工具性认同高于对民族语的认同,对英语和民族语的融合型动机都较高,但二者存在差异;大部分受试者对双语(或多语)语言的学习影响持积极态度,受试者的英语认同与其英语成绩之间存在正相关.In the empirical study two classes in Minzu University of China are selected as the subjects, and the methods of Questionnaire and Interview are used to collect data. It investigates the characteristic of minority preparatory college students＇ language identity, analyzes the relationship between their English learning and language identity, which can offer case study to English learning, English teaching and identity study. It finds the following results： Firstly, the subjects have a higher level of self identity to Minority-Chinese language, but a lower level of identity to minority characters and English. Secondly, the subjects held a higher level of instrumental identity to English. Most of them believe that the man who masters English can find a good job and earn more money. Thirdly, the subjects have a higher level of the integrative motivation to both English and minority language. Fourthly, most subjects believe that it is helpful for students to master more language. Bilinguals are cleverer than other people. Fifthly, the research results show that there are some positive relations between preparatory college students＇ English learning and their language identity.

关 键 词：少数民族 预科学生 语言态度 英语学习 

分 类 号：G758.4[文化科学—教育学]