云南少数民族三语教育PDF电子书下载

Chapter 1 Introduction 1

1.0 Introduction 1

1.1 Rationale,Purpose and Background of the Study 2

1.1.1 Rationale of the Study 2

1.1.2 Purpose of the Study 3

1.1.3 Background of the Study 4

1.2 Profiles of Yunnan and Xishuangbanna 5

1.2.1 Yunnan 5

1.2.2 Xishuangbanna 6

1.3 The Dai Nationality and Aini People 8

1.3.1 The Dai Nationality 8

1.3.2 The Aini People 11

1.4 Terms and Abbreviations Used in the Study 13

1.4.1 Chinese Language/Putonghua/Mandarin/Han Language 13

1.4.2 Ethnic Minority Identities 14

1.4.3 Minority Education 14

1.4.4 Bilingual Education for Minorities 16

1.4.5 Abbreviations 16

1.5 Chapter Summary 17

Chapter 2 Literature Review 18

2.0 Introduction 18

2.1 Language Learning Theories Concerning Bilingualism and Trilingualism 18

2.1.1 Theories about Bilingualism and Trilingualism 18

2.1.2 Advantages and Disadvantages of Bilingualism and Trilingualism 24

2.2 Practices of Bilingualism and Trilingualism in Some Countries 30

2.2.1 Universal Issues Concerning Ethnic Minority Language Learning 30

2.2.1.1 Ethnic Minority Cultures 30

2.2.1.2 Teaching Materials and Staff 31

2.2.1.3 Psychological Factors 33

2.2.1.4 Societal Factors 34

2.2.2 Practices of Bilingual and Trilingual/English Education 35

2.2.2.1 Practices of Bilingual Education 35

2.2.2.2 Practices of English Education 39

2.3 Bilingual and Trilingual/English Education in China 42

2.3.1 Definition of Terms 42

2.3.2 Ethnic Minority Population and Identity 43

2.3.3 Origins of Ethnic Minority Education 44

2.3.4 Modern Ethnic Minority Education 46

2.3.5 Bilingual and Trilingual/English Education of Ethnic Minorities 48

2.3.6 English Teacher Training and Teaching Materials 54

2.4 Bilingual and Trilingual Education in Yunnan 56

2.4.1 Bilingual and English Education in Yunnan 56

2.4.2 Language and Culture Maintenance in Yunnan 57

2.4.3 Provision of English Teachers 59

2.5 Bilingual and Trilingual/English Educational Situations of the Dai and Aini in Xishuangbanna 61

2.5.1 Situation of the Dai Nationality 62

2.5.1.1 The Dai Temple Education 63

2.5.1.2 The Dai School Education 64

2.5.2 Situation of the Aini People 68

2.5.2.1 Traditions of the Aini 68

2.5.2.2 The Aini School Education 70

2.5.3 The Dai and Aini Indigenous Languages 71

2.5.3.1 The Dai Indigenous Language 71

2.5.3.2 The Aini Indigenous Language 75

2.5.4 Educational Issues for the Dai and Aini 79

2.5.4.1 Problems of Teaching Materials 79

2.5.4.2 Educational Implications from Local Social Activities 81

2.6 Research Questions 83

2.7 Chapter Summary 89

Chapter 3 Research Design and Methodology 90

3.0 Introduction 90

3.1 Research Design 90

3.2 Sampling 91

3.2.1 Samples of In-service Teacher Trainees 91

3.2.2 Samples of School Students 93

3.3 Data Collection Instruments 94

3.3.1 Research Instruments 94

3.3.2 Rationale for Interview Questions 95

3.3.2.1 Interviewees'English Learning Experiences 96

3.3.2.2 Interviewees'L1 and Ethnicity 97

3.3.2.3 Pre-/In-service Teaching Experiences 98

3.3.2.4 In-service Teacher Feedback on Students 98

3.3.2.5 Summary of Interview Questions 98

3.3.3 Rationale for Questionnaire 99

3.3.3.1 Early Bilingualism and Monolingualism 100

3.3.3.2 Language/Cultural Maintenance and Modernization 101

3.3.3.3 English Learning Activities 101

3.3.3.4 Language Transfer and Learning Strategies 103

3.4 Pilot Study 105

3.5 Data Collection Procedures 106

3.5.1 Interviewing 107

3.5.2 Questionnaire Distribution and Collection 108

3.6 Data Coding 109

3.6.1 Data Processing Framework 109

3.6.2 Interview Transcription 110

3.6.3 Questionnaire Coding 112

3.7 Data Analysis 114

3.7.1 Interview Data Analysis 115

3.7.2 Questionnaire Data Analysis 116

3.8 Limitations due to Research Design and Methodology 117

3.9 Reliability and Audit Trail 119

3.9.1 Reliability 119

3.9.1.1 Documental Reliability 120

3.9.1.2 Statistical Reliability 120

3.9.2 Audit Trail 122

3.10 Chapter Summary 122

Chapter 4 Interview Results:Brief Case Studies 124

4.0 Introduction 124

4.1 Case Studies 125

4.1.1 Din's Case 125

4.1.2 Gui's Case 128

4.1.3 Nin's Case 132

4.1.4 Tan's Case 135

4.1.5 Kong's Case 138

4.1.6 Jun's Case 145

4.1.7 Yan's Case 148

4.1.8 Ren's Case 152

4.1.9 Fan's Case 156

4.1.10 Pin's Case 158

4.1.11 San's Case 161

4.1.12 Wen's Case 166

4.1.13 Hong's Case 169

4.1.14 Chu's Case 173

4.1.15 Ben's Case 176

4.2 Chapter Summary 181

4.2.1 Learning Experiences 181

4.2.2 Issues of Applying L1 to L3 Instructions 182

4.2.3 Teaching Experiences 184

4.2.4 Comments on the Students 185

Chapter 5 Questionnaire Findings 188

5.0 Introduction 188

5.1 Students'Ethnicity and Ethnic Minority Languages 188

5.1.1 General Profiles of the Subjects 189

5.1.2 Gender 190

5.1.3 School Level and Grade 191

5.1.4 Language and Scripts 192

5.1.4.1 Ethnic Minority Spoken Language 192

5.1.4.2 Written Scripts 194

5.1.4.3 Han Language Level 197

5.1.5 Language and Culture Maintenance 199

5.1.6 Comments 200

5.2 Bilingual/Trilingual Education Experiences 200

5.2.1 Bilingual Experiences 200

5.2.2 English/Trilingual Experiences 207

5.3 Students'English(L3)Learning Performance 210

5.3.1 Attitudes towards English 211

5.3.2 English Learning Activities 214

5.4 Mono(Indigenous)-Bi-Lingual Incomes vs.English(L3)Outcomes 219

5.4.1 Profile of L3 Outcomes 219

5.4.2 Oral L1 vs.L3 Outcomes 223

5.4.3 L2 vs.L3 Outcomes 224

5.5 Students'Attitudes towards L3 vs.L3 Outcomes 229

5.6 Bilingual vs.Trilingual Outcomes 230

5.7 Students'Views on Bi-Trilingual Experiences 232

5.7.1 Comparisons and Contrasts on L2 and L3 232

5.7.2 Problems in Learning English 238

5.8 Students'Suggestions to English Teachers 242

5.9 Chapter Summary 245

Chapter 6 Discussion and Conclusion 249

6.0 Introduction 249

6.1 Major Findings 250

6.1.1 Bilingual Education is Insignificant to L3 Learning 251

6.1.2 "Inferior"Language(s)Leads to Lack of Self-Confidence 252

6.1.3 Applying L1 to L3 Instruction is Unwelcome 254

6.1.4 Students'being Good at L2 does not Necessarily Lead to Students'being Good at L3 257

6.1.5 English Learning Outcomes Polarize at Junior Grade Two 259

6.2 Answers to the Research Questions 262

6.2.1 Answers to the First Research Question 263

6.2.1.1 Views of the Interviewees 263

6.2.1.2 Suitable Introduction about Views of Student Factors 265

6.2.1.3 Summary of Answers to the First Research Question 267

6.2.2 Answers to the Second Research Question 268

6.2.2.1 Problems of Teachers 268

6.2.2.2 Problems of Students 270

6.2.2.3 Problems of Teaching Material Disconnection 272

6.2.2.4 Lack of English Learning Environment 272

6.2.2.5 Summary of Answers to the Second Research Question 273

6.3 Pedagogical Implications 274

6.4 Limitations in the Study 276

6.4.1 Subjects Chosen 276

6.4.2 Question Design 277

6.4.3 Data Analyses 278

6.5 Recommendations for the Future Research 278

6.5.1 Evidence of Teaching Material Disconnection 278

6.5.2 Similarities between L1 and L3 279

6.5.3 Parents Enquiry 279

6.6 Conclusion 280

References 283

Appendix Ⅰ Interview Questions for Teachers of English from Ethnic Minority Areas 305

Appendix Ⅱ Questionnaire for School Students 316

Appendix Ⅲ File Information from the Question-naire Raw Data List of Variables on the Working File 327

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