基于文化差异的高职缅甸生口语教学法探究——以武汉职业技术学院缅甸留学生为例  

Research on oral teaching method of Burma students in Higher Vocational Colleges Based on cultural differences——Taking Burma students in Wuhan Polytechnic as an example

作　　者：杨瑾[1] YANG Jin(Department of Academic Affairs,Wuhan Polytechnic,Wuhan 430074,China)

机构地区：[1]武汉职业技术学院教务处,湖北武汉430074

出　　处：《武汉职业技术学院学报》2018年第4期47-50,54,共5页Journal of Wuhan Polytechnic

摘　　要：高职学校的缅甸生汉语教学应遵循学生的文化差异、认知模式、动机模式,充分掌握学生的语言基础、学习背景、已学专业基础、兴趣爱好等情况,并以此为出发点,了解语言及文化差异对缅甸生造成的正迁移和负迁移;探索其中历史和文化原因,采取因材施教、循序渐进、灵活有效的任务式情景教学法,通过兴趣引导、环境营造、任务培训等手段改进教学方法,帮助学生提高自主学习能力,为专业学习奠定良好的语言基础。The Chinese teaching curriculum for Burmese students in higher vocational schools should follow theircultural differences, cognitive models and motivational models, fully grasp the linguistic basis, learning background,professional basis and interests of Burmese students. And take this as a starting point to understand the positive andnegative transfer of language and cultural differences to Burmese students. We should explore the historical and culturalreasons and adopt the task -based situational teaching method which is individualized, progressive, flexible andeffective.Through interest guidance, environment construction, task training and other means to improve teachingmethods, consciously enhance professional language vocabulary, help students improve their autonomous learningability, lay a good language foundation for professional learning.

关 键 词：缅甸留学生 文化差异 汉语教学 口语教学法 

分 类 号：H319.9[语言文字—英语]