摘要
本报告是西北民族地区外语教育现状调查研究的阶段成果。调查对象为甘肃省五个少数民族州县的21所中小学。由于母语、第二语言(汉语)和外语三种语言的相互迁移,民族地区中小学生的外语学习具有特殊性和复杂性;外语师资不足、学历偏低、知识结构单一,但教师接受职后继续教育的愿望相当强烈,对继续教育也有多方面需求。报告建议:1)在教授语言技能的同时,民族地区的外语教学应借鉴国内外双语教学理论、民族教育学、第二语言习得理论和外语教学的相关理论,探索多元文化环境下“三语教学”的外语教学理论与模式;2)针对少数民族外语教育现状,充分利用教育部农村中小学现代远程教育工程的基础设备和资源条件,开发符合本地文化特色和教育现状的远程教育辅助资源库,积极探索民族地区外语师资远程培训的模式。
This paper reports the findings and discussions of the Investigative Program on EFL education in Ethnic Minority Areas of Gansu Province in Northwest China. The sample schools (N=21) are selected from five ethnic minority prefectures or counties. From the investigation, we have come to understand some of the EFL education problems in sample areas from three perspectives: EFL learners (N=1117), EFL teachers (N=67) and administrative staff (N=21). The following findings are reported: 1) due to the inter-transference among mother tongue, second language and foreign language, EFL learning of the ethnic minority learners is characterized by particular complexity; 2) EFL teachers in these areas are small in population, poor in education background, and eager to be further educated. Based upon the analysis and discussions of the findings, we contend that some possible solutions may work to better the situation: 1) trilingual learning and teaching models should be developed based upon the cognate disciplines such as bilingualism, ethnic minority education, TESL and TEFL; 2) the resource of the Long-Distance Education Project in Rural Primary and High Schools should be utilized for long-distance teacher training.
出处
《外语教学与研究》
CSSCI
北大核心
2006年第2期129-135,共7页
Foreign Language Teaching and Research
