双学位范文格式参考Word文档格式.docx

双学位范文格式参考Word文档格式.docx

《双学位范文格式参考Word文档格式.docx》由会员分享，可在线阅读，更多相关《双学位范文格式参考Word文档格式.docx（13页珍藏版）》请在冰豆网上搜索。

学号222005*********

姓名蔡霞

指导教师李如平

成绩

二○○九年四月

OntheDevelopmentofTibetanStudents’Skills

inEnglishSpeaking

ACaseStudyofTibetanAreasinSichuanProvince

CaiXia

Supervisor

LiRuping

AThesisSubmittedin

PartialFulfillmentoftheRequirementsfortheDegreeof

B.A.inEnglish

SCHOOLOFFOREIGNLANGUAGES

SOUTHWESTUNIVERSITY

April,2008

Acknowledgements

Uponthecompletionofthethesis,Iamgreatlyindebtedtoanumberofpeople,withoutwhomthisthesiswouldn’thavebeentakenthecurrentshape.

Myheart-feltgratitudeis,firstofall,tomysupervisorProf.LiRuping,whoprovidedmewithinvaluableguidanceandgavemesoundsuggestions.Withouthishelp,Icannotaccomplishthisthesis.

Secondly,IshouldexpressmysinceregratitudetoalltheteachersintheSchoolofForeignLanguageswhoendowmeabundantknowledgeinEnglishlanguageandteachingwiththeirlectures,includingProfWenXu,Prof.YangXiaoyu,Prof.LinWenzhi,Ms.ZhangHongandsoon.

Thirdly,IshouldbedeeplyindebtedtotheteachersofKangdingMiddleSchoolwhoseworksorpapersorviewsIhavereferredtoinmypaperdirectlyorindirectly,includingMr.XieZhengwu,ChengYuanyouandsoon.

Besides,Iamalsoverygratefultomyclassmates,whohavegivenmealotofhelpandencouragementduringmystayintheuniversityandthroughouttheprocessofwritingthisthesis.

Lastbutnotleast,Ishouldthankmyfamily.Withouttheirloveandsupport,Icannotaccomplishmycollegestudy.

Contents

Abstracti

内容摘要ii

1.Introduction1

2.TheCurrentSituationofEnglishTeachinginTibetanAreasinSichuanProvince2

2.1ThecompositionofstudentsandtheirattitudestowardsoralEnglishlearning2

2.2Thetypeofeducation2

3.TheSituationoftheStudents’OralEnglishLearning3

3.1ThetimetheybegintolearningEnglish3

3.2TheeffectofTibetan,ChinesetotheirEnglishlearning4

3.3Teachers’qualityandtheirviewsonEnglishspeaking5

3.4.Betterteachingfacilityconditions6

4.SuggestionsforImprovingTibetanStudents’EnglishLearning7

4.1Makinggooduseofexternaladvantages7

4.2Establishinganincentivelearningmechanism8

4.3Alteringteachers’strategiesonteachingEnglish9

5.Conclusion10

References

Abstract

AsanimportantpartofChina’sTibetanareas,theTibetanareasinSichuanprovinceisthesecondlargestinourcountry.Thisregionmainlyconsistsofthetwoautonomousstates,i.e.GanzeTibetanAutonomousPrefectureandAbaTibetanAutonomousRegion,andoneautonomouscounty,i.e.MuliTibetanAutonomousCounty.

Asisknowntoall,talentedpeopleareacrucialfactorinthedevelopmentofwesternregions,andthebasisfortalentcultivationiseducation.Duetothebackwardeconomyandspecialgeographicalconstraints,theEnglisheducationinSichuanTibetanareashasawidegapbetweenthisregionandotherpartsofSichuanprovince.Butthereareabundanttouristresourcesintheseareasandtourismhasbeendevelopingrapidlyinrecentyears.Consequently,therequirementforEnglishteaching,especiallyoralEnglish,ishigherthanbefore.

Inthisregion,mostTibetanstudents’nativelanguageisTibetanandtheylearnChinesewhentheyenterprimaryschool.InfactEnglishbecometheirthirdlanguage.Duetothelimitationinteacherqualityandteachingequipmentthere,theiroralEnglishisalwaysverypoor.

However,thegovernmenthasincreasedtheinvestmenttotheEnglishteachinginSichuanTibetanareas,forinstance,tobuildthemultimedianetworkssothattheTibetanstudentscanalsoshareandenjoytheadvancedteachingresources.ButtheimprovementofTibetanstudents’oralEnglishisalongprocedure;

itneedscoordinateeffortsonthepartofthestudents,theirparentsandteachers.ThispaperanalyzesthekeyproblemscurrentlyexistinginthedevelopmentoftheTibetanstudents’skillsinoralEnglish,andputsforwardsomehomologouscountermeasures.

Keywords:

Tibetanstudents;

skillsinoralEnglish;

problems;

countermeasures

藏族学生英语口语能力培养——以四川藏区为例

蔡霞

西南大学外国语学院，重庆400715

内容摘要

四川藏区是我国藏区的重要组成部分，是我国第二大藏区，主要指实行民族区域自治的两州一县，即甘孜藏族自治州、阿坝藏族羌族自治州和凉山彝族自治州的木里藏族自治县。

西部大开发，人才是关键，而人才的基础是教育。

四川藏区受经济发展滞后、地理环境制约以及民族特殊性等因素的综合影响，教育的发展一直与川内其他地区有着较大差距，而四川藏区旅游资源丰富，近年来旅游业迅速发展，客观上对本地区的英语教学尤其是口语教学提出了新的要求。

但由于四川藏区地理位置和藏族文化等因素，大多数学生的母语为藏语，并较早接触汉语，英语实际上成为他们的第三语言，加之师资条件有限、学习设备简陋等不利因素，藏族学生的英语口语能力一直较差。

近年来政府加大了对四川藏区师资和设备等的投入力度，如定时从内地派遣优秀教师到这些地区支教，实施内地重点中学和本地区中学远程教学对口支援计划，利用网络和多媒体使该地区的学生也能享用到优秀的教育教学资源，但改变藏族学生的英语口语能力是个长期的过程，需要学生、家长、老师的共同努力。

本文从学生和教师两个方面对本地区英语口语的教学背景和存在的问题进行调查分析，并提出一些对策。

关键词：

藏区学生；

英语口语能力；

存在的问题；

对策

1.Introduction

AsanimportantpartofChina’sTibetanareas,theTibetanareasinSichuanprovinceisthesecondlargestinourcountry.Thisregionmainlyconsistsofthetwostatesandonecountywhichimplementregionalautonomy,i.e.GanzeTibetanAutonomousPrefecture,AbaTibetanAutonomousRegionandMuliTibetanAutonomousCounty.ThisareaislocatedontheeasternborderoftheQinghai-TibetPlateau,withanaveragealtitudeofwellover2,000metersabovesealevel.Itisnotonlythecentreofpolitical,economicandculturalexchangesbetweentheTibetanandHannationalities,butalsoahuboftrafficbetweentheTibetanandHanareas.Therefore,comparedwithotherTibetan-inhabitedareas,theTibetanandChinesebilingualphenomenonintheseareasdevelopsearlierandhasarelativelyhighlevel.EnglishappearsasthesecondforeignlanguagetomostTibetanstudents.

InrecentyearstourismhasbeendevelopingrapidlyintheTibetanareasinSichuanprovince.Objectivelyspeaking,ithashigherrequirementforEnglishtalentedpeople.Butinfact,Englishsignscanbeseenonlyinsomeworld-classscenicspots,andtherearefewnativeEnglishtouristguidesintheseareas.EventhegovernmentsofthePrefectureandthecountyhavenoofficerswhocanuseEnglishforforeignexchange,andtheyhavetopaymuchmoneytohireinterpretersfromneighboringbigcitieswhentheyneedsome.Inshort,itisessentialtoimprovetheoralEnglishteachingintheseareas.

WiththedeepeningreformandthedevelopmentofChina’swesternregionunderway,moreandmoreTibetanstudentsentercollegesoruniversitiesforfurtherstudy.ButsoontheteachersmayfindthatmostofthemhavemoreproblemsinEnglishlearningthanHanstudents.Tosolvesuchproblemsonceandforall,theyshouldfocusmoreonhowtoimproveEnglishlearningintheirmiddleschoollife,whichistheverysolution.

BycomparisonbetweenTibetan,ChineseandEnglishculture,itisevidentthatitisdifficultforminoritystudentstoperceivetheEnglishlanguageandculture,whichistotallydeviatedfromtheirnativecultureandChineseculture.Tibetanstudents’EnglishlearningisaprocessofcommunicationbetweenTibetan,ChineseandEnglishcultures.Inthisprocess,theyaregreatlyinfluencedbytheingrainedculturebasedontheTibetanBuddhistthinkingmodes,whichisfeaturedbymystery,exclusiveness,representation,andempiricism.Atthesametime,theymaytransferChinesecultureinunderstandingtheEnglishlanguage.TheshiftsbetweenthethreekindsofculturewoulddoubtlesslyinterferetheirEnglishlearning.

Inaddition,differentculturalsymbolsmaycausesemanticandpragmaticbarriers,andthevaluesystemswhichcontributetotheformationofnationalcharacteristicsmayalsokeepthembackfromutilizingefficientlearningstrategies.

2.TheCurrentSituationofEnglishTeachinginTibetanAreasinSichuanProvince

2.1ThecompositionofstudentsandtheirattitudestowardsoralEnglishlearning

Tibetanstudentsaccountforaconsiderableproportioninalltheschoolsinthisarea,andtheproportionishigherintheremoterdistricts.Forexample,thepercentofTibetanstudentsinKangdingMiddleSchoolis68%,andKangdingistheadministrativecenterofGanzeTibetanAutonomousPrefecture,whichhasbetterdevelopmentincultureandeconomy.Itisfoundthatthestudentsandtheirparentsinsuchwell-developedareasthinkthatEnglishisveryimportantandpaymuchattentiontolearningEnglishwell.

AccordingtotheresultsofasamplingsurveyinKangdingcounty,morethan82%studentsclaimthattheystudyEnglishveryhard,andmorethan60%parentssaythattheyhavebeenhiredEnglishtutorstohelptheirchildrenlearningEnglish.Bycontrast,thesurveyinDanbaCounty（anothercountyinGanze）,only47.6%studentsthinkthattheylearnEnglishhard,and32%parentshavethethoughttohireanEnglishtutorfortheirchildren.

InareasremotefrombigcitiesandwithunpleasantnaturalenvironmentsuchasmountainousregionsofGanzeTibetanAutonomousPrefecture,aself-sufficient,almostenclosedeconomyisoperated.Peopletherehavelittleknowledgeabouttheoutsideworld,andwithoutaccesstoaforeigner.ApartfromEnglishclass,studentscanfindnooralorwrittenEnglishinreallife.Eveninclass,theyhavelittlechancetospeakorlisten.Intheirconception,Englishisanapproachtopromotingthemadvancetoupperandpost-secondaryeducation.FewofthemmayhaveavaguenotionthatonecangoabroadifhestudiesEnglishwell.Asaresult,studentsonlypayattentiontowrittenEnglish,especiallythewaytodealwithEnglishtests,anddarenotopenmouth.

2.2Thetypeofeducation

Fromthe1980s,“bilingualeducation”ispromotedinmostethnicminorityregio