摘要
双语学习经历是学生体验两种语言同时运作的过程,完全不同于单语的内在思维模式,因此学习者的认知能力会得到更积极的发挥。在各种学习的过程中,学习者都会有意或无意地采取某种认知策略,而在双语学习过程中学习者采取的认知策略可能与单语学习者相同,但是他们在运用该认知策略时的认知过程和自主程度却迥然不同。因此,我们要加大其理论深度的研究,探讨双语教学的力度,以促进我国双语教学的发展。
Bilingual learning is the process of learners＇ experiencing two languages working simultaneously, which is totally different from the way of monolingual thinking, so bilingual learners＇cognitive abilities can be more actively developed. In processes of different kinds of learning, learners are applying certain cognitive strategies either consciously or unconsciously, and so is the case with bilingual learners, but the cognitive process and auto- matic levels in applying these strategies are totally different. Therefore we should further deepen its theoretical study and exploration.
出处
《天津师范大学学报（基础教育版）》
2009年第2期55-59,共5页
Journal of Tianjin Normal University(Elementary Education Edition)
基金
天津市教育科学"十一五"规划课题成果(G168)
关键词
双语教学
认知
认知策略
认知能力
bilingual instruction
cognition
cognitive strategy
cognitive ability
