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随着非洲第一家孔子学院于2005在肯尼亚成立,“汉语热”在肯尼亚不断升温。由于肯尼亚是一个多语言的国家,其官方语言是斯瓦西里语和英语,有时中小学会开设法语、德语或日语等外语学习课程,所以汉语学习者到孔子学院时就已经精通三种或更多的语言,懂得这些语言的语音、词法和句法。本文旨在揭示学习者已具备的三种或四种语言能力对汉语教学的辅助作用,目的在于探究孔子学院的汉语教师可以利用肯雅塔大学孔子学院的学生已具备的斯瓦西里语、英语和他们各自的第一语言能力来提高学习者汉语口语技能的习得。笔者通过问卷调查和课堂教学观察等方式对2010年到2011年度汉语证书班学生的学习情况进行数据收集和信息捕获,此班一共有30个学生,从数据分析和课堂教学交互中笔者发现教师与学习者可以设法利用学习者已有的语音知识解释并理解汉语的语音现象,从而促进汉语口语的习得。本文以塞林格(1972)的中介语作为理论支持,分析数据,解释学生的习得模式。笔者希望本文能够阐明学习者的第一、第二和第三语言能力对他们汉语能力和跨文化能力(汉语与已习得的语言)的辅助作用。
With the establishment of the first Confucius Institute in Africa in Kenya in 2005, “Chinese fever ” has been heating up in Kenya. Because Kenya is a multi-lingual country whose languages are Swahili and English, primary and secondary schools offer courses in foreign languages such as French, German or Japanese. As a result, Chinese learners are already proficient in three or more at the Confucius Institute Language, understand the language of these languages, lexical and syntax. The purpose of this paper is to reveal the auxiliary effect of three or four language skills that learners already possess on Chinese teaching. The purpose of this paper is to explore whether Chinese teachers at Confucius Institutes can use the existing Swahili, English And their respective first language skills to improve learners’ acquisition of Chinese speaking skills. The author conducts data collection and information capture on the learning situation of Chinese certificate students from 2010 to 2011 through questionnaire survey and classroom observation observation. There are 30 students in this class. From the data analysis and classroom teaching interaction, the author finds that teachers and Learners can try to use learners’ existing phonetic knowledge to interpret and understand phonetic phenomena in Chinese so as to promote Chinese colloquial learning. In this paper, Salinger (1972) interlanguage theory as a support, analysis of data to explain the students’ acquisition patterns. The author hopes that this essay will clarify the supporting function of learners’ first, second and third linguistic abilities on their Chinese abilities and intercultural abilities (Chinese and acquired languages).