《雲南少數民族三語教育》是2007年雲南大學出版社出版的圖書，作者是胡德映。
基本介紹
- 中文名：雲南少數民族三語教育
- 作者：胡德映
- 出版社：雲南大學出版社
- 出版時間：2007年5月1日
- 頁數：361 頁
- 定價：36.00
- 開本：32 開
- ISBN：9787811123265
- 語種：英語, 簡體中文
內容簡介,圖書目錄,作者簡介,
內容簡介
《雲南少數民族三語教育》致力於探索我國雲南少數民族將英語作為第三語言學習的熱點問題。這些熱點問題包括少數民族雙語教育背景、英語學習環境和機遇、少數民族外語教師的培訓和教學水平以及少數民族學生的英語學習成效。 在我國，少數民族學生國小階段就接受雙語教育，但到了中學階段所有課程都使用單一的漢語作為語言媒介來進行教學。即使英語課也不例外。《雲南少數民族三語教育》提出假設：這種採用漢語作為語言媒介的英語教學或許是少數民族學生英語學習成績差的重要原因之一，特別是那些漢語基礎不夠牢靠的少數民族學生更是如此。根據這一假設，少數民族學生的英語學習效率就會受到其民族母語的阻礙。由於這種三語現象的存在，使學生難以獲得高考入學所需要的英語成績。
圖書目錄
Preface
Acknowledgements
Abstract
內容摘要
Chapter 1 Introduction
1.0 Introduction
1.1 Rationale, Purpose and Background of the Study
1.1.1 Rationale of the Study
1.1.2 Purpose of the Study
1.1.3 Background of the Study
1.2 Profiles of Yunnan and Xishuangbanna
1.2.1 Yunnan
1.2.2 Xishuangbanna
1.3 The Dai Nationality and Aini People
1.3.1 The Dai Nationality
1.3.2 The Aini People
1.4 Terms and Abbreviations Used in the Study
1.4.1 Chinese Language/Putonghua/Mandarin/Han Language
1.4.2 Ethnic Minority Identities
1.4.3 Minority Education
1.4.4 Bilingual Education for Minorities
Chapter 2 Literature Review
2.0 Introduction
2.1 Language Learning Theories Concerning Bilingualism and Trilingualism
2.1.1 Theories about Bilingualism and Trilingualism
2.1.2 Advantages and Disadvantages of Bilingualism and Trilingualism
2.2 Practices of Bilingualism and Trilingualism in SomeCountries
2.2.1 Universal Issues Concerning Ethnic Minority Language Learning
2.2.1.1 Ethnic Minority Cultures
2.2.1.2 Teaching Materials and Staff
2.2.1.3 Psychological Factors
2.2.1.4 Societal Factors
2.2.2 Practices of Bilingual and Trilingual/English Education
2.2.2.1 Practices of Bilingual Education
2.2.2.2 Practices of English Education
2.3 Bilingual and Trilingual/English Education in China
2.3.1 Definition of Terms
2.3.2 Ethnic Minority Population and Identity
2.3.3 Origins of Ethnic Minority Education
2.3.4 Modem Ethnic Minority Education
2.3.5 Bilingual and Trilingual/English Education of Ethnic Minorities
2.3.6 English Teacher Training and Teaching Materials
2.4 Bilingual and Trilingual Education in Yunnan
2.4.1 Bilingual and English Education in Yunnan
2.4.2 Language and Culture Maintenance in Yunnan
2.4.3 Provision of English Teachers
2.5 Bilingual and Trilingual/English Educational Situations of the Dai and Aini in Xishuangbanna
2.5.1.Situation of the Dai Nationality
2.5.1.1 The Dai Temple Education
2.5.1.2 The Dai School Education
2.5.2 Situation of the Aini People
2.5.2.1 Traditions of the Aini
2.5.2.2 The Aini School Education
2.5.3 The Dai and Aini Indigenous Languages
2.5.3.1 The Dai Indigenous Language
2.5.3.2 The Aini.Indigenous Language
2.5.4 Educational Issues for the Dai and Aini
2.5.4.1 Problems of Teaching Materials
2.5.4.2 Educational Implications from Local Social Activities
2.6 Research Questions
2.7 Chapter Summary
Chapter 3 Research Design and Methodology
3.0 Introduction
3.1 Research Design
3.2 Sampling
3.2.1 Samples of In-service Teacher Trainees
3.2.2 Samples of School Students
3.3 Data Collection Instruments
3.3.1 Research Instruments
3.3.2 Rationale for Interview Questions
3.3.2.1 Interviewees’English Learning Experiences
3.3.2.2 Interviewees’L1 and Ethnicity
3.3.2.3 Pre-/In-service Teaching Experiences
3.3.2.4 In-service Teacher Feedback on Students
3.3.2.5 Summary of Interview Questions
3.3.3 Rationale for Questionnaire
3.3.3.1 Eady Bilingualism and Monolingualism
3.3.3.2 Language/Cultural Maintenance and MOdernization
3.3.3.3 English Learning Activities
3.3.3.4 Language Transfer and Laaming Strategies
3.4 Pilot Study
3.5 Data Collection Procedures
3.5.1 Interviewing
3.5.2 Questionnaire Distribution and Collection
3.6 Data Coding
3.6.1 Data Processing Framework
3.6.2 Interview Transcription
3.6.3 Questionnaire Coding
3.7 Data Analysis
3.7.1 Interview Data Analysis
3.7.2 Questionnaire Data Analysis
3.8 Limitations due to Research Design and Methodology
3.9 Reliability and Audit Trail
3.9.1 Reliability
3.9.1.1 Documental Reliability
3.9.1.2 Statistical Reliability
3.9.2 Audit Trail
3.10 Chapter Summary
Chapter 4 Interview Results：Brief Case Studies
4.0 Introduction
4 1 Case Studies
4.1.1 Din’S Case
4.1.2 Gui’S Case
4.1.3 Nin’S Case
4.1.4 Tan’S Case
4.1.5 Kong’S Case
4.1.6 Jun’S Case
4.1.7 Yan’s Case
4.1.8 Ren’s Case
4.1.9 Fan’S Case
4.1.10 Pin’S Case
4.1.11 San’S Case
4.1.12 Wen’S Case
4.1.13 Hong's Case
4.1.14 Chu’S Case
4.1.15 Ben’s Case
4.2 Chapter Summary
4.2.1 Learning Experiences
4.2.2 Issues of Applying L1 to L3 Instructions
4.2.3 Teaching Experiences
4.2.4 Comments on the Students
Chapter 5 Questionnaire Findings
5.0 Introduction
5.1 Students’Ethnicity and Ethnic Minority Languages
5.1.1 General Profiles of the Subjects
Chapter 6 Discussion and Conclusion
References
Appendix Ⅰ Interview Questions for Teachers of English from Ethnic Minority Areas
Appendix ⅡQuestionnaire for School Students
Appendix ⅢFile Information from the Questionnaire Raw Data List ofVariables on the Working File
後記
作者簡介
胡德映，出生於雲南省普洱市，少年坎坷，幾經輾轉才讀完“縮短學制”的初、高中，後下鄉當知青。擔任幾年中、國小英語教師後考上大學，獲學士學位。在大學一面教書、一面從事過幾年教學秘書工作。後又重走學路，從碩士讀到博士。其間受國家留學基金資助赴澳大利亞留學，所獲博士學位已經教育部認證。 主要論著有《當代英語教學理論與方法探索》(主編，雲南民族出版社20065F版)；《(新裝)與(蒼蠅)一一評伍爾夫和曼斯菲爾德的兩篇未名短篇小說》(《山東外語教學》2004年第6期)：“ThelmDIicatiOns Of lndividualist and Collectivist Perception in China’s EFLT”(International Joumal of Diversity in Organisation Communities and Nations Volume 2004)；《談王爾德‘名叫埃納斯特的重要性’中人名意蘊》(《雲南師範大學學報》哲社版2000年第1期)；《中國英語教育九十七年回顧》(《山東外語教學》1999年第4期)；《談英語辭彙的性別差異》(大連外國語學院《英語知識》1998年第4期)等。 作為副教授和碩士研究生導師，擔任本乖斗生的閱讀、聽力、寫作、英美概況等課程；為研究生開設的課程有：研究生英語精讀、社會語言學、研究方法論。主要研究方向 二語習得、雙/三語教育
