语类教学法对我国民族地区多语教育的启示  

The Implications of Genre-based Pedagogy to Multilingual Education in Minority Areas

作　　者：单菲菲[1] 石修堂[1] SHAN Feifei;SHI Xiutang(School of Foreign Language,Kaili University,Kaili Guizhou 556011,China)

机构地区：[1]凯里学院外国语学院,贵州凯里556011

出　　处：《吉林省教育学院学报》2021年第1期116-120,共5页Journal of Jilin Provincial Institute of Education

基　　金：凯里学院2020年校级教学内容和课程体系改革项目“基于雨课堂的大学英语多元读写能力培养教学模式研究”(项目编号:JG202008);凯里学院2020年校级教学内容和课程体系改革项目“基于自建语料库的《创新大学英语》教学方式创新研究”(项目编号:JG202007);中国多语能力与多语教育研究项目(一般项目)“贵州多语教育中的语言生态调查研究”(项目编号:DYYJ2019-05)。

摘　　要：我国少数民族地区学生由于缺乏进入高层社会和获得经济资本语言资源的通道而被边缘化,导致他们在学习中语言水平很难提升,总体竞争力不强。本文通过引介悉尼学派语类教学法,分析其发展历程、理论基础及教学方法,进而结合少数民族学生多语学习特征,从使用民族学生母语拉近编码取向距离、强化和再语境化语类知识两个方面得出语类教学法对我国少数民族多语教育的启示。Minority students have been commonly marginalized due to lack of the access to language resources of high-level society.As a result,minority students generally have little advantage in academic success and social mobility.This paper,therefore,firstly introduces the Sydney School genre-based pedagogy,reviewing it in terms of its continual evolution and underlying theoretical bases as well as its teaching methods.It then explores its implications with the combination of minority students’language future for multilingual education in Chinese minority areas,mainly including using minority students’to shorten code orientation distance and to contextualize and strengthen genre knowledge.

关 键 词：语类教学法 语类理论 语言发展理论 教学循环圈 多语教育 

分 类 号：G420[文化科学—课程与教学论]