地方性大学英汉双语教学的现状及前景研究 ——以广西大学为例

论文摘要

双语教学在西方国家有很长的历史,而英汉双语教学在中国还只是起步阶段,近年来主要是在我国一些大城市的小学和中学里进行试验。其教学模式基本属于“拿来主义”,照搬国外的模式,如“浸入型教学”等。主要目的是摸索提高中小学英语教学效果的有效途径。随着中国加入WTO和国内政治、经济、文化领域对外交流与合作的不断深入,政府教育部门也认识到高等学校应该承担起改变国家高级双语人才缺乏状况的任务。2003年,国家教育部将双语教学纳入高校本科教学质量评估体系。近年来,英汉双语教学在全国各大高校迅速展开,而且已成为高校改革的重点之一。同时,人们认为大学双语教学的实施也是对改变国内大学英语教学的“费时、费劲、高投入低产出”状况的一次大胆尝试,然而我们必须看到大学双语教学不是简单的“教师用英汉双语教授专业课”的模式,它涉及到课程性质的界定（比如是英语课还是专业课）、教纲的修改、教材编写和选定、师资培训、教学手段和方法、课堂教学活动设计、课程评估等等方面。至于什么专业应该采用双语教学,什么时候开课,需要多少课时,教师授课时英汉两种语言的比例应该多少合适等都有待研究,但这些方面的研究少之又少。作者通过文献查阅发现,大多数国内的研究只是对国外双语教学成果进行介绍,理论研究主要涉及国外双语教学模式。理论框架主要依靠二语习得理论的某一个方面,如克拉申的输入假设。本研究将从系统的二语习得理论出发,借助其他研究成果如左-右脑功能和转移理论,通过对广西大学双语教学状况的个案调查,分析研究我国地方性大学双语教学的现状和存在问题,并讨论其发展前景。结合定性和定量研究方法,通过问卷调查,访谈以及对研究者（教学者）对双语教学的不同观点的分析研究,作者认为,高校应该开设双语教学课程,但一定要实事求是,要认清存在的问题和困难,用科学的态度和方法治学才能达到好的教学效果。

论文目录

• Abstract in Chinese
• Abstract in English
• Contents
• Chapter 1 Introduction
• Chapter 2 Literature Review
• 2.1 Definition of Related Terms
• 2.1.1 Bilingualism
• 2.1.2 Bilingual Education and Bilingual Teaching
• 2.1.3 Bilingual Teaching and Foreign Language Teaching
• 2.2 The Applicability of Fundamental Second Language Acquisition Theories in Bilingual Teaching in Chinese Universities
• 2.2.1 Left- and Right-Brain Functioning
• 2.2.2 Transfer
• 2.2.3 The Input Hypothesis
• 2.2.4 Swain's Output Hypothesis
• 2.2.5 Motivation
• 2.2.5.1 Instrumental and Integrative Motivation
• 2.2.5.2 Intrinsic and Extrinsic Motivation
• 2.3 The Arguments about Bilingual Teaching from Researchers and Scholars
• 2.3.1 The Supporters' Views
• 2.3.2 The Opponents' Views
• Chapter 3 Bilingual Teaching Models at Home and Abroad
• 3.1 The Immersion Model
• 3.2 The Transitional Model
• 3.3 The Maintenance Model
• 3.4 The Two-Way Bilingual Model
• 3.5 The Progressive Model
• 3.6 The Soakage Model
• Chapter 4 Investigation of Bilingual Teaching in Guangxi University
• 4.1 Research Design
• 4.1.1 Subjects
• 4.1.2 Questionnaires
• 4.1.3 Classroom Teaching Observation
• 4.1.4 Interviews
• 4.2 Data Analysis from Questionnaires
• 4.2.1 Basic Conditions
• 4.2.2 Attitudes towards Bilingual Teaching
• 4.2.3 Evaluation of Bilingual Teaching
• 4.3 Analysis of Observation
• 4.3.1 The Teaching Materials
• 4.3.2 The Instruction Language Used
• 4.3.3 Performance in Class
• 4.3.3.1 "Teacher-Centered" Teaching Approach
• 4.3.3.2 The Lack of Interaction
• 4.3.3.3 Indifferent Attitude of Students
• 4.4 Analysis of Interviews
• 4.4.1 Summary of Interviews with Teachers
• 4.4.2 Summary of Interviews with Students
• 4.5 Summary of the Findings of the Research
• Chapter 5 The Prospects of Bilingual Teaching in Chinese Universities
• 5.1 The Favorable Conditions
• 5.2 The Setbacks and Arguments in the Implementation of Bilingual Teaching
• 5.3 The Conditions for the Sustainable Development of Bilingual Teaching
• 5.3.1 The Establishment of Clear Objectives
• 5.3.2 The Scientific and Integrative Teaching System
• 5.3.2.1 The Policy
• 5.3.2.2 The Teaching Model
• 5.3.2.3 The Teaching Materials
• 5.3.2.4 The Teaching Assessment
• 5.3.3 The Favorable Bilingual Environment
• Chapter 6 Conclusion
• 6.1 Conclusions of this Paper
• 6.2 Limitations of this Paper
• Bibliography
• Appendix Ⅰ Closed Questionnaire
• Appendix Ⅱ Open Questionnaires
• Appendix Ⅲ Statistical Table 1
• Appendix Ⅳ Statistical Table 2
• Acknowledgements
• Papers Published During the Study for M. A. Degree