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从“知识-认知-元认知”理论 看生词英译对华语知识学习的监控作用 ——新加坡华文B课程学生英语监控意识问卷调查 The Effects of First Language in the Learning of Target Language Knowledge: A Survey on the First Language Monitoring Awareness of Singapore B-Chinese Students

Issue: Vol 1 No. 2 (2015)

Journal: Researching and Teaching Chinese as a Foreign Language

Subject Areas:

DOI: 10.1558/rtcfl.31835


一直以来,学者对二语学习的思维认知机制以及信息加工过程较为感兴 趣,尤其关注母语与目标语的双元关系如何,母语在整个思维运作过程中 究竟充当何种角色?本文以“知识-认知-元认知”理论为基础,以新加坡 四所中学130名学生为研究对象,通过问卷的方式,从词汇、句型、语篇 学习三个维度来调查华文(L2)学习过程中以“课本英文注释”为刺激物的 母语思维的监控作用。其中包括:1)自主学习意愿监控;2)独立理解过程 监控;3)迅速理解过程监控;4)迅速记忆过程监控;5)迅速理解用法并迅速 应用语言知识过程监控。初步的调查结果表明,华文学习过程中英文思维 的监控作用较为显著,学生的自主学习意愿较为强烈,并且目标语知识的 自主学习效果得到明显的提升。

Scholars have been showing great interest in the Thinking Mode, Cognition Mechanism and Information Processing during the process of second language learning. Efforts have been exerted on the figuring out of the relationship between mother tongue and target language, and the major role mother tongue plays in the whole process of cognition operation. This paper, on the basis of ‘Knowledge-Cognition-Meta cognition’ theory, conducts an investigation of 130 junior high students from four middle schools in Singapore on how mother tongue thinking monitors Chinese (L2) learning through the stimulus of textbook English notes. This survey, consisting of three parts including vocabulary, sentence and discourse learning, aims to explore the deep operation mechanism of mother tongue thinking monitoring, and they are autonomous learning intention monitoring, independent understanding monitoring, quick understanding monitoring, rapid memorizing monitoring, and quick application of learned knowledge monitoring. The result indicates: (1)the way English thinking monitoring Chinese learning appears to be obvious and apparent; (2)the students have strong intention of autonomous learning; (3)the learning effects of target language have been largely improved.

Author: Aw Guat Poh 胡月宝 韩月芳

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